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Theory and Practice of Dialogical Community Development

Theory and Practice of Dialogical Community Development Author Peter Westoby
ISBN-10 9781136272844
Release 2013-07-18
Pages 192
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This book proposes that community development has been increasingly influenced and co-opted by a modernist, soulless, rational philosophy - reducing it to a shallow technique for ‘solving community problems’. In contrast, this dialogical approach re-maps the ground of community development practice within a frame of ideas such as dialogue, hospitality and depth. For the first time community development practitioners are provided with an accessible understanding of dialogue and its relevance to their practice, exploring the contributions of internationally significant thinkers such as P. Freire, M. Buber, D. Bohm and H.G Gadamer, J. Derrida, G. Esteva and R. Sennett. What makes the book distinctive is that: first, it identifies a dialogical tradition of community development and considers how such a tradition shapes practice within contemporary contexts and concerns – economic, social, political, cultural and ecological. Second, the book contrasts such an approach with technical and instrumental approaches to development that fail to take complex systems seriously. Third, the approach links theory to practice through a combination of storytelling and theory-reflection – ensuring that readers are drawn into a practice-theory that they feel increasingly confident has been 'tried and tested' in the world over the past 25 years.



Social and Economic Rights in Theory and Practice

Social and Economic Rights in Theory and Practice Author Helena Alviar García
ISBN-10 9781317964421
Release 2014-09-19
Pages 328
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Since World War II, a growing number of jurisdictions in both the developing and industrialized worlds have adopted progressive constitutions that guarantee social and economic rights (SER) in addition to political and civil rights. Parallel developments have occurred at transnational level with the adoption of treaties that commit signatory states to respect and fulfil SER for their peoples. This book is a product of the International Social and Economic Rights Project (iSERP), a global consortium of judges, lawyers, human rights advocates, and legal academics who critically examine the effectiveness of SER law in promoting real change in people’s lives. The book addresses a range of practical, political, and legal questions under these headings, with acute sensitivity to the racial, cultural, and gender implications of SER and the path-breaking SER jurisprudence now emerging in the "Global South". The book brings together internationally renowned experts in the field of social and economic rights to discuss a range of rights controversies from both theoretical and practical perspectives. Contributors of the book consider specific issues in the litigation and adjudication of SER cases from the differing standpoints of activists, lawyers, and adjudicators in order to identify and address the specific challenges facing the SER community. This book will be of great use and interest to students and scholars of comparative constitutional law, human rights, public international law, development studies, and democratic political theory.



Theorising the Practice of Community Development

Theorising the Practice of Community Development Author Peter Westoby
ISBN-10 9781317010982
Release 2016-02-17
Pages 220
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Based on 25 years of community development practice, six of which have been lived in South Africa, Peter Westoby’s ground-breaking monograph moves away from dominant normative accounts of community development to provide an appreciative and critical analysis of concrete examples of community development theory and practice. By examining community development stories as experienced on the ground, Westoby is able to show how the poor are organising themselves using various forms of community development as well as demonstrating how the state and non-state actors are attempting to organise, engage or accompany the poor through community development. The book also breaks new ground in theorising the practice of community development, drawing inductively from the stories analysed. The diversity of South African contexts and the proliferation of different kinds of community practice, make this a hugely difficult task. Despite this, Westoby argues it is one worth undertaking given the seriousness of the challenges facing the poor and progressive social change agents within South Africa. In this undertaking, Westoby draws upon a unique analytical framework to help illuminate current community development policy and programme challenges, along with practice dilemmas and wisdom.



A Handbook of Children and Young People s Participation

A Handbook of Children and Young People s Participation Author Barry Percy-Smith
ISBN-10 9781135267636
Release 2009-09-10
Pages 400
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A Handbook of Children and Young People's Participation brings together key thinkers and practitioners from diverse contexts across the globe to provide an authoritative overview of contemporary theory and practice around children’s participation. Promoting the participation of children and young people – in decision-making and policy development, and as active contributors to everyday family and community life – has become a central part of policy and programme initiatives in both majority and minority worlds. This book presents the most useful recent work in children’s participation as a resource for academics, students and practitioners in childhood studies, children’s rights and welfare, child and family social work, youth and community work, governance, aid and development programmes. The book introduces key concepts and debates, and presents a rich collection of accounts of the diverse ways in which children’s participation is understood and enacted around the world, interspersed with reflective commentaries from adults and young people. It concludes with a number of substantial theoretical contributions that aim to take forward our understanding of children’s participation. The emphasis throughout the text is on learning from the complexity of children’s participation in practice to improve our theoretical understanding, and on using those theoretical insights to challenge practice, with the aim of realising children’s rights and citizenship more fully.



Theorising the Practice of Community Development

Theorising the Practice of Community Development Author Dr Peter Westoby
ISBN-10 9781472423092
Release 2014-07-28
Pages 220
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By examining community development stories as experienced on the ground, Westoby is able to show how the poor are organising themselves using various forms of community development as well as demonstrating how the state and non-state actors are attempting to organise, engage or accompany the poor through community development. The book also breaks new ground in theorising the practice of community development, drawing inductively from the stories analysed. Theorising the Practice of Community Development draws upon a unique analytical framework to help illuminate current community development policy and programme challenges, along with practice dilemmas and wisdom.



Art Therapy for Psychosis

Art Therapy for Psychosis Author Katherine Killick
ISBN-10 9781317648024
Release 2017-02-17
Pages 210
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Art Therapy for Psychosis presents innovative theoretical and clinical approaches to psychosis that have developed in the work of expert clinicians from around the world. It draws on insights that have emerged from decades of clinical practice to explain why and how specialised forms of art therapy constitute a particularly appropriate psychotherapeutic approach to psychosis. The contributors present a diverse range of current theoretical perspectives on the subject, derived from the fields of neuroscience, phenomenology and cognitive analytic theory, as well as from different schools of psychoanalysis. Collectively, they offer insights into the specific potentials of art therapy as a psychotherapeutic approach to psychosis, and describe some of the specialised approaches developed with individuals and with groups over the past 20 years. Throughout the book, the meaning and relevance of art-making as a medium for holding and containing unbearable, unthinkable and unspeakable experiences within the psychotherapeutic setting becomes apparent. Several of the chapters present detailed illustrated case studies which show how making visual images with an appropriately trained art psychotherapist can be a first step on the path into meaningful relatedness. This book offers fresh insights into the nature of psychosis, the challenges encountered by clinicians attempting to work psychotherapeutically with people in psychotic states in different settings, and the potentials of art therapy as an effective treatment approach. It will be essential reading for mental health professionals who work with psychosis, including psychiatrists, psychoanalysts, psychotherapists and arts therapists, and those in training. Full colour versions of the illustrations can be viewed at http://isps.org/index.php/publications/book-series/publication-photos Please see p. ix of the book for details of how to access them.



Poverty and Psychology

Poverty and Psychology Author Stuart C. Carr
ISBN-10 9781461500292
Release 2012-12-06
Pages 320
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This volume is constituted of a collection of leading contributions, each focusing on understanding the global dynamics of poverty and wealth together, from a psychological (particularly social psychological) perspective. It is one of few (if any) books on the subject that combines psychological theory and research with community development and practice.



Community Development Practice

Community Development Practice Author Ann Ingamells
ISBN-10 1863356452
Release 2010
Pages 138
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Thankfully, another publication from the creative Queensland Community Development 'crowd'... Indeed, what would we do without them in a rather sedate and seemingly stagnant Australian publishing landscape in so far as Community Development is concerned...? What I most particularly appreciate is the editors' and contributors' ongoing attempts at creating 'living theory' informed by their ongoing practice and their holding on to the spiritual, democratic, relational and dialogical principles for which their work has become known. The book therewith documents its authors' continuing attempts at developing good practical and reflective support for their ongoing social change efforts, something our local community development scene could very well do with..." Jacques Boulet, editor New Community Quarterly.



Meaning Centered Education

Meaning Centered Education Author Olga Kovbasyuk
ISBN-10 9781136293887
Release 2013-04-12
Pages 264
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In a time of globally changing environments and economic challenges, many institutions of higher education are attempting to reform by promoting standardization approaches. Meaning-Centered Education explores the counter-tide for an alternative vision of education, where students and instructors engage in open meaning-making processes and self-organizing educational practices. In one contributed volume, Meaning-Centered Education provides a comprehensive introduction to current scholarship and pedagogical practice on meaning-centered education. International contributors explore how modern educational scholars and practitioners all around the world are implementing a comprehensive framework that supports meaning making in a classroom. This edited collection is a valuable resource for higher education faculty and scholars interested in renewing the deep purposes of higher education.



Practice Theory Perspectives on Pedagogy and Education

Practice Theory Perspectives on Pedagogy and Education Author Peter Grootenboer
ISBN-10 9789811031304
Release 2017-02-19
Pages 286
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This book examines the way in which the “practice turn” in education and pedagogy offers unique perspectives on the nature of educational work. Through a plurality of “practice theories” deeper understandings emerge about a range of education and concepts, providing useful tools for advancing and developing practice theory in education and pedagogy. The book discusses the related and dual perspectives of pedagogy as both a teaching and an upbringing practice. It also explores education in a range of contexts and sectors beyond school, including VET, tertiary and non-formal settings. Education is seen as serving a dual purpose – the development of individuals and the betterment of societies and community, and this conceptualisation of education underpins the book. It acknowledges that there are diverse understandings and perspectives of practice theory, pedagogy and education, each of which is contestable and ripe for further development, and this is examined throughout the book. This book was developed alongside an invited symposium held in June 2015 in Brisbane, Australia where the authors and interested others gathered to discuss practice theory perspectives on pedagogy and education. The title – Practice Theory Perspectives on Pedagogy and Education – captures the central overarching focus that underpins the book.



Beyond Sport for Development and Peace

Beyond Sport for Development and Peace Author Lyndsay M. C. Hayhurst
ISBN-10 9781317615491
Release 2015-10-05
Pages 264
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Debates around the ‘sport for development and peace’ (SDP) movement have entered a new phase, moving on from simple questions surrounding the utility of sport as a tool of international development. Beyond Sport for Development and Peace argues that critical research and new perspectives and methodologies are necessary to balance the local aspects and global influences of sport and to better understand the power relations embedded in SDP on a transnational scale. As the era of the Millennium Development Goals gives way to a new agenda for sustainable development, this book considers the position of SDP. The book brings together contributors from 15 different countries across the developed and developing worlds, including academic researchers and ‘on the ground’ experts, practitioners and policy-makers, to provide one of the most diverse set of perspectives assembled in SDP scholarship. Looking to the renewed development agenda, its authors explore theoretical, policy and practical dimensions that address the broadening geographical and cultural spread of SDP, the emergence of issues such as child protection within it, its increased capacity for critical reflection on practice, and its potential for new collaborative approaches to knowledge production. Through its combination of academically-led chapters paired with practice-oriented ‘responses’ it offers an important reconceptualization of SDP as a contributor to development policy, and opens up important new avenues for studying and ‘practising’ SDP. Beyond Sport for Development and Peace is therefore essential reading for all researchers, advanced students, policy-makers and practitioners working in sport development or international development.



Teacher Learning That Matters

Teacher Learning That Matters Author Mary Kooy
ISBN-10 9781136651359
Release 2012-02-27
Pages 294
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In the continuing global call for educational reforms and change, the contributors in this edited collection address the critical issue of teacher learning from diverse national contexts and perspectives. They define "teacher learning that matters" as it shapes and directs pedagogical practices with the goal of improving student learning. Student achievement is broadly and inclusively defined, beyond the test scores so often identified as the mark of “success” in the research literature. This book weaves together major studies, research findings and theoretical orientations to represent a globalized network of inquiries into the what, how and why of teacher learning that shapes teacher skill and knowledge. Teacher learning matters on an international scale because teachers are the portals through which any initiative for change and reform is realized. Recognizing that a highly skilled teaching force is instrumental to improving student achievement adds import to generating interactive dialogue on teacher learning around the globe.



Child Perspectives and Children s Perspectives in Theory and Practice

Child Perspectives and Children   s Perspectives in Theory and Practice Author Dion Sommer
ISBN-10 9048133165
Release 2009-12-24
Pages 233
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Recent decades have seen a growing emphasis, in a number of professional contexts, on acknowledging and acting on the views of children. This trend was given added weight by the UN Convention on the Rights of the Child, ratified in 1990. Today, seeking the perspective of the child has become an essential process in all sorts of tasks, from framing new legislation to regulating professions. This book answers the fundamental question of what it is that constitutes a ‘child perspective’, and how this might differ from the perspectives of children themselves. The answers to such questions have important implications for building progressive and developmental adult-child relationships. However, theoretical and empirical treatments of child perspectives and children’s perspectives are very diverse and idiosyncratic, and the standard reference work has yet to be written. Thus, this work is an attempt to fill the gap in the literature by searching for and defining key formulations of potential child perspectives within parts of the so-called ‘new child paradigm’. This has been derived from childhood sociology, contextual-relational developmental psychology, interpretative humanistic psychology and developmental pedagogy. The highly experienced authors develop a comprehensive professional child perspective paradigm that integrates recent theory and empirical child research. With its clear presentation of underlying theories and suggested applications, this book illustrates a child-oriented understanding of specific relevance to both child-care and preschool educational practice.



Interplays Between Dialogical Learning and Dialogical Self

Interplays Between Dialogical Learning and Dialogical Self Author M. Beatrice Ligorio
ISBN-10 9781623960667
Release 2013-04-01
Pages 513
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Education is a main issue in all countries. Policy makers, educators, families, students and, in a more general way, societies expect schools to provide a high quality education. They also expect students to be able to achieve and to become active and critical citizens. As senior researchers in education, we address some of the most complex and demanding research questions: How does learning affect identity? How does participation to educational settings, scenarios and situations impact the way we are or became? Can changes in how we perceive our Selves be considered as part of the learning process? This book attempts to outline some answers to such broad questions using a very robust and updated theoretical frame: the dialogical approach. In these chapters very wellknown international authors from different continents and countries analyze school and educational situations through new lens: by considering the teaching and learning processes as multivoiced and socially complex and considering identity development as a true leverage for development. The focus on the dialogical nature of both learning and identities makes this book interesting not only for educators and educational researchers but also for anyone interested in human sciences, policy makers, students and their families. We also aimed at producing a book that can be useful for different cultures and educational systems. Thus, in this book there are researches and comments from different cultural perspectives, making it appealing for a very large targetpublic.



Participatory Communication

Participatory Communication Author Thomas Tufte
ISBN-10 0821380109
Release 2009-07-02
Pages 60
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What do we mean when we say participatory communication? What are the practical implications of working with participatory communication strategies in development and social change processes? What experiences exists in practice that documents that participatory communication adds value to a development project or programme? The aim of this user guide on participatory communication is to provide answers to some of these questions. Many communication practitioners and development workers face obstacles and challenges in their practical work. A participatory communication strategy offers a very specific perspective on how to articulate social processes, decision-making processes and any change process for that matter. Participatory approaches are nothing new. However, what is new is the proliferation of institutions, especially governmental but also non-governmental, that seek participatory approaches in their development initiative. This guide seeks to provide perspectives, tools and experiences regarding how to go about it with participatory communication strategies. It is conceived as a guide that hopefully can be of relevance and utility for development workers in the field. It is targeted at both at government and their officials, World Bank staff and at civil society.



Pedagogy of Hope

Pedagogy of Hope Author Paulo Freire
ISBN-10 9781472532619
Release 2014-04-24
Pages 240
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With the publication of Pedagogy of the Oppressed, Paulo Freire established himself as one of the most important and radical educational thinkers of his time. In Pedagogy of Hope, Freire revisits the themes of his masterpiece, the real world contexts that inspired them and their impact in that very world. Freire's abiding concern for social justice and education in the developing world remains as timely and as inspiring as ever, and is shaped by both his rigorous intellect and his boundless compassion. Pedagogy of Hope is a testimonial to the inner vitality of generations denied prosperity and to the often-silent, generous strength of millions throughout the world who refuse to let hope be extinguished.



Leadership as Practice

Leadership as Practice Author Joseph A. Raelin
ISBN-10 9781317408222
Release 2016-01-29
Pages 310
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This book develops a new paradigm in the field of leadership studies, referred to as the "leadership-as-practice" (L-A-P) movement. Its essence is its conception of leadership as occurring as a practice rather than residing in the traits or behaviours of particular individuals. A practice is a coordinative effort among participants who choose through their own rules to achieve a distinctive outcome. It also tends to encompass routines as well as problem-solving or coping skills, often tacit, that are shared by a community. Accordingly, leadership-as-practice is less about what one person thinks or does and more about what people may accomplish together. It is thus concerned with how leadership emerges and unfolds through day-to-day experience. The social and material contingencies impacting the leadership constellation – the people who are effecting leadership at any given time – do not reside outside of leadership but are very much embedded within it. To find leadership, then, we must look to the practice within which it is occurring. The leadership-as-practice approach resonates with a number of closely related traditions, such as collective, shared, distributed, and relational leadership, that converge on leadership processes. These approaches share a line of inquiry that acknowledges leadership as a social phenomenon. The new focus opens up a plethora of research opportunities encouraging the study of social processes beyond influence, such as intersubjective agency, shared sense-making, dialogue, and co-construction of responsibilities.