Portuguese-Canadians have historically faced disadvantages in the Canadian education system (Coelho, 1973, 1977; Fonseca, 2010; Morgado, 2009; Noivo, 1997; Nunes, 1999; Ornstein, 2000, 2006; Santos, 2006). While there have been studies conducted into this phenomenon, these disadvantages remain relatively unexplored by the research community and unknown to mainstream society. Furthermore, many of those studies have focused primarily on the various manifestations of the problem of educational disadvantage and have not explored the specific programs or practices adopted by the community to address these issues. Community based educational organizations have been shown to assist in the cultural adjustment process of immigrant youth. These organizations provide youth with the necessary cultural capital to allow them to construct high academic and vocational aspirations, and to cope with the various discouraging experiences they may have in schools (Bielenberg, n.d; James, 2005; James & Haig-Brown, 2001; Zhou, 2005). The purpose of this study was to describe a community-based tutoring and mentoring program and to examine the stakeholders' perceptions of the program's impact on the Portuguese-Canadian students whom it serves, to respond to the educational disadvantages this group faces. This program was established by members of the Portuguese-Canadian community in Toronto as a reaction to data outlining this group's educational disadvantages. Document and transcript analysis provided a rich description of the program and revealed how the program impacted the students whom it served. Specifically, this program supports its students during transitions, helps to address negative schooling experiences, and fosters their acquisition of English. This ultimately results in improvements in these students' academics, social skills, and self-esteem and is having an overall positively impact on their attitudes and perceptions of education. / Thesis (Master, Education) -- Queen's University, 2012-09-19 18:09:53.088

Privatisation in education is a contentious issue, inseparable from the shift in focus from community-based education initiatives to individualistic and economically driven ones (Ball and Youdell, 2007). This raises ethical issues with initiatives like the Western Cape Government's Game Changer initiatives, given the range of access issues that learners experience in the pervasive social inequity of South Africa. There is a lack of existing research on privatisation practices in public education in the Western Cape, specifically what linguistic strategies are utilized in the official texts promoting it. The Game Changer initiatives and their associated ‘Roadmaps' promote non-state collaboration in extra- curricular eLearning classes and broader technology rollout in under resourced public schools. Analysis of the Roadmap policy reveals discourses of fast capitalism, skills talk, datafication and digital nativism. These discourses were mirrored in the practices, text and talk generated in an after-school mathematics intervention run by an EdTech company, which I have called ZipEd, in a Cape Flats school between 2017-2018. The company prioritized their funder's mandate and to prove their software's efficacy, spun data to reflect largely positive results. In the rush to provide this data, ZipEd entered several schools without fulfilling ethical clearance requirements. Obtaining access to Game Changer pilot sites ensured ZipEd's product rollout, continued growth, and financial success, revealing the neoliberal approaches which dominate ZipEd's practices. The Game Changer policy texts and the intervention observed, treated languages as silo-ed entities, ignoring family or community approaches to literacy initiatives, curricular reform, trans-languaging strategies and inclusive language learning. While EdTech is a useful teaching tool, this promotion of “exogenous” (Ball and Youdell, 2007) privatisation in the Western Cape, blurs the lines between state and non-state involvement, ultimately resulting in the commodification of public schooling.

A community-based interdisciplinary health professions education project, involving the Colleges of Medicine, Nursing and Public and Allied Health, was implemented at the undergraduate level at East Tennessee State University from 1990 to the present. The outcomes of this project and the extension of the project into graduate health profession programs are described. Committed leadership, effective communication, and genuine community involvement are identified as essential to the success of community-based, interdisciplinary health professions training programs.

No description available.

For young people of African descent in Argentina, their belonging and claim to the nation are largely negated by public denial of their existence. While the concept of mestizaje, or cultural and ethnic mixing, was prominent in the nation-building projects of many other Latin American countries (Sutton 2008), Argentina remains profoundly shaped, both demographically and ideologically, by nineteenth-century “blanqueamiento” policies aimed at “whitening” the nation by encouraging European immigration and obscuring its Afrodescendant and indigenous populations (Gordillo and Hirsch 2003). In the last decade, however, transnational Afrodescendant social movements and Argentina’s adoption of multicultural policies and rhetoric (Rahier 2012; Geler 2016) have fueled local activism and led to hard-earned achievements for Argentina’s Afrodescendant communities, such as the addition of an “afrodescendiente” category in the census of 2010. Within this context of shifting national policies and racial ideologies in contemporary Argentina my dissertation examines Afrodescendant young people’s civic-identity formation across institutional and community-based educational environments, where youth are emerging as key interlocutors in the relationship between the state and their diasporic communities. As students, Afrodescendant youth spend much of their time within Argentine educational institutions—institutions founded with the explicit mission of cultivating a “civilized” citizenry within a culturally and ethnically homogeneous nation (Ocoró Loango 2016). In 2005, the Argentine state promulgated a “Plan nacional contra la discriminación” (National Plan against Discrimination) that denounced the predominance of ethnic nationalism in education, but this has led to few institutional changes. Classrooms remain principal sites where Afrodescendant youth encounter various forms of racialization and exclusion, from peer bullying to Eurocentric history textbooks (INADI 2015). Meanwhile, outside the classroom, growing Afrodescendant social movements have opened up new spaces for youth to develop critical consciousness and advocate for their cultural belonging and political rights. I draw on a year of observations, interviews, and youth participatory action research (YPAR) with an Afrodescendant youth organization in Buenos Aires to illustrate how diasporic community-based activism provides Afrodescendant youth with a type of counter-classroom—a space for an alternative civic education that enables them to “imagine their social belonging and exercise their participation as democratic citizens” (Levinson 2005). While formal educational environments are imbued with racializing practices and national narratives that circumscribe citizenship in ways that place Afrodescendants outside the nation, young Afrodescendants are learning to craft broader definitions of Argentine citizenship through counter-storytelling (Solórzano and Yosso 2002) and praxis-based learning (Freire 1970; Ginwright and Cammarota 2007) in their diasporic community. Ultimately, this dissertation traces, contrasts, and connects the diverse educational experiences of Afrodescendant youth, both within their schools and in their diasporic communities, in order to provide a nuanced examination of how these young people are engaged in what Ong (1996) has called the “dual process of self-making and being made” as citizens. / Anthropology

The current study explored coach training and experience, and individual identities and roles that youth sport coaches hold as well as how they enact social justice within youth sporting communities. Using convergent mixed-methods design, critical consciousness (Freire, 1970) was the theoretical framework and method of analysis for this study. Forty-seven participants responded to this open-ended survey; 85.1% of coaches reported coaching part-time, 59.5% of the sample were volunteer coaches, and 33% of coaches had less than 1–3 years of coaching experience. Findings revealed a majority White (69%) and Majority Male (61%) sample of youth sport coaches and described coaching identities were categorized into multiple and intersectional (Women of Color; n = 5) identities. Emic coding through cross-analysis of open-ended questions suggested a deeper understanding of coaches’ connection to community in relationship to how coaches described identities. These were coded as Coach-Centered Coaching , Limited Connection, or Synthesizing Connection. Furthermore, community-based sport coaches were engaging in and enacting social justice within youth sporting communities in ways that mirror critical consciousness patterns of dialogue, reflection, and action. The theoretical implications of this study expand the application of societal roles, more specifically the role of a youth sport coach to the theory of intersectionality. This study supports past literature that found that youth sport coaches are dissatisfied with the education they receive; thus these findings inform suggestions for how to make coaching education more relevant and accessible. Empirically, study findings suggest that the underresearched area of youth sport coaches’ identities may be related to the depth of connection coaches have to community, impacting the holistic developmental outcomes of participating youth athletes. Practically, this study delivers a critical pedagogy framework for community-based coaching education that blends the personal (identity and role development) and professional (coaching specific knowledges). Results of this study can inform future empirical research of youth sport coaching and intervention development that theoretically considers the integration of intersectionality with critical consciousness.

Feminist scholars define rape culture as an environment that is conducive to the occurrence of rape, due to an acceptance of sexual objectification, double standards, strict adherence to traditional gender norms, and victim blaming. They argue rape culture as a definitive feature of US society. The structural forces of racism and classism, negatively impact urban areas, increasing the likelihood of violence. This includes the spectrum of sexual violence. While community centers are regarded as key social resources that help urban youth navigate the social landscape of violence, little has been said about how they respond to rape culture in particular. Employing ethnographic methods, this dissertation investigated a summer camp within a community center in the Bronx, and the everyday ways that five women of color (18-26) taught a public pedagogy of gender and sexuality. Nine weeks were spent observing women in the field; in a one year-follow up, additional interviews and observations were made outside the camp setting. Supplemental data were collected from women of color in various community centers in urban areas. This study found that given the othermother/othersister relationships that the women developed with their teen campers, they were able to detect sexual activity and trauma. In turn, they employed a public pedagogy, which offered lessons of `passive protection' and `active preparation.' This study offers implications for training and programming regarding the resistance of rape culture, and policy and legislation to regulate it within community centers. / Urban Education

Thesis (MEd)--University of Stellenbosch, 2001. / ENGLISH ABSTRACT: There are an estimated 10 000 children in and around the streets of South Africa, with the speculation that this could be higher, given the difficulties surrounding the counting of the street children. Not all street children live on the streets permanently: many spend their days there mainly for economic reasons earning an income, then spend their nights at their homes or those of friends and relatives. Others go to the street as an alternative to going to school or, in an effort to avoid parents or caregivers who show little interest in their lives, or who force them onto the street to earn money. It is particularly children that have not become permanent residents of the street and that are part of community-based home schools, that are the focus of this study. A· qualitative approach is used to establish the experiences of these children in a residential area in the northern suburbs of Cape Town. The study revealed the following: • Community-based home schools provide children with basic needs like food, clothing and importantly, a trusting relationship with an adult. • Children's lives are restored in a non-threatening environment, assisting them to regain their dignity, establish healthier selfconcepts as well as higher self-esteem. Once these basic needs are fulfilled, it became evident that children are able to return to the experience of mainstream school and in so doing face the world with renewed fervour. / AFRIKAANSE OPSOMMING: Na beraming is daar omtrent 10 000 straatkinders in Suid Afrika. Daar word gespekuleer dat die getal hoër kan wees as gevolg van die probleme met die tel van straatkinders. Nie alle straatkinders leef permanent op die strate nie. Baie spandeer hul dae op straat slegs vir ekonomiese gewin waar hulle 'n inkomste verdien, en slaap snags by hul huise óf by vriende óf familie. Ander leef op die straat as 'n alternatief om skool toe te gaan. Hulle doen dit ook om hulouers of voogde te vermy wat min aandag aan hulle skenk of wie die kinders forseer om geld op die straat te verdien. Dit is veral kinders wat nie permanent op die straat lewe nie, en deel is van huisskole, wat die fokus is van hierdie studie. 'n Kwalitatiewe benadering is gebruik om die ervarings van hierdie kinders in 'n gemeenskap in die noordelike voorstede te bewerkstellig. Die studie het die volgende getoon: • Gemeenskapsgebaseerde huisskole voorsien kinders met die basiese benodighede soos kos, klere en baie belangrik, die vertroue van 'n verhouding met' n volwassene. • Die kinders se lewens word herstel in 'n omgewing wat nie bedreigend is nie en wat hulle help om hul waardigheid te herwin en om 'n gesonde selfkonsep en hoër selfbeeld te vestig. • Wanneer hierdie basiese benodighede vervul is, het dit duidelik geword dat hierdie kinders kon terugkeer na die hoofstroom-skool ervaring en op hierdie manier kon hulle die wêreld met hernuwe ywer aanpak.

abstract: These are unprecedented times. Like never before, humans, having separated themselves from the web of life through the skillful use of their opposable thumbs, have invented the means of extinction and have systematized it for the benefit of the few at the expense of all else. Yet humans are also designing fixes and alternatives that will soon overcome the straight line trajectory to ugliness and loss that the current order would lead the rest of humanity through. The works in this dissertation are connected by two themes: (1) those humans who happen to be closely connected to the lands, waters and wildlife, through millennia of adaptation and inventive association, have a great deal to share with the rest, who, through history have become distanced from the lands and waters and wildlife they came from; and (2) as the inheritors of all the insults that the current disrespectful and wasteful system is heaping upon all true sensibilities, young people, who are Indigenous, and who are the critical generation for biocultural survival, have an immense role to play - for their cultures, and for all of the rest. The survivance of autochthonous culture through intergenerational conduct of cultural practice and spirituality is profoundly affected by fundamental physical factors of resilience related to food, water, and energy security, and the intergenerational participation of youth. So this work is not so much an indictment of the system as it is an attempt to reveal at least two ways that the work of these young Indigenous people can be expedited: through the transformation of their education so that more of their time as youths is spent focusing on the wonderful attributes of their cultural associations with the lands, waters, and wildlife; and through the creation of a self-sustaining youth owned and operated enterprise that provides needed services to communities so they can adapt to and mitigate the increasingly variable, unpredictable, and dangerous effects and impacts of global heating and climate disruption. / Dissertation/Thesis / Doctoral Dissertation Justice Studies 2015

This study examined the schooling experiences of eleven graduates from the rural south of Egypt with primary community schools in Assiut. The study used individual interviews and focus groups to examine how community school graduates understood their experiences. The community schools were found to have removed previous obstacles of distance and cost. The quality of education that the students received allowed them to flourish in education rather than falter, and that was largely influenced by the quality of their relationship with their teachers. The students learned academic skills, as well as attitudes and dispositions that serve as cultural capital. They have more opportunities than before, yet also face significant challenges as they transition to the public system. The model of community schooling is also facing significant challenges as differences with the public schooling systems are exerting tension on the community school model to converge.