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1 – 10 of 227Sarah Wilkinson, Luciana Lang and Sophie Yarker
The purpose of this paper is to present alternative ways of addressing inequality in age-friendly work by drawing attention to the limitations of place-based approaches in meeting…
Abstract
Purpose
The purpose of this paper is to present alternative ways of addressing inequality in age-friendly work by drawing attention to the limitations of place-based approaches in meeting the needs of dispersed communities.
Design/methodology/approach
A case study of the age-friendly programme Ambition for Ageing (AfA) is used to explore three examples of working with minority communities.
Findings
Place-based age-friendly development risks further marginalising older people belonging to dispersed communities of identity or experience; therefore, we need to adopt adopt an intersectional approach to inequality in later life.
Practical implications
Three ways that age-friendly programmes may become more inclusive of minority groups who are geographically dispersed are identified: bringing community members together; co-production; and supporting visibility in mainstream settings.
Originality/value
This paper brings together insights from the AfA programme, critically assessing place-based approaches in relation to working with dispersed communities of identity. It offers some ways to mitigate limitations through adopting tailored equality approaches.
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Margaret Kendall and Sarah Wilkinson
Enhanced communication between citizens and local government is envisaged as a key role for the proposed UK public library network. Improved internal partnerships between the…
Abstract
Enhanced communication between citizens and local government is envisaged as a key role for the proposed UK public library network. Improved internal partnerships between the library and local government departments and representatives will be required. An example of the potential for the development of partnerships with social services departments is discussed, drawing upon recent research reports. However, an emphasis on citizenship information alone would be unfortunate. Partnerships with other information, advice and community networks will be essential to further the aims of increasing social inclusion through electronic networks. This recommendation is supported through a review of partnerships throughout the history of community information, and discussion of recent initiatives including the growth of community information and community information networks in the UK.
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Emby Miller, Deanna L. Wilkinson, Sarah Cummings and James L. Moore
Recognizing the effects of dropping out of high school on society, several questions still remain: (a) Why do urban, African American male students drop out of high school? and…
Abstract
Recognizing the effects of dropping out of high school on society, several questions still remain: (a) Why do urban, African American male students drop out of high school? and (b) What makes these students more prone to dropping out than their counterparts who remain in school? In an attempt to better understand the lives and circumstances of African American males, this study uses a comparative case method to examine similarities and differences in the life histories of a matched sample of African American male high school graduates and dropouts. This study, specifically, focuses on how the interrelated factors of family, neighborhood, peers, and education may shape these youths’ perspective on school. Findings reveal that, while both groups experience high levels of risk factors, high school dropouts had significantly more risk experiences in the family, community, and criminal justice domains. The dropouts also had fewer protective factors in these domain areas. Based on the findings, recommendations are offered.
Contemporary adult readers' advisory aims to adhere to (what I term) a pure preference satisfaction model in which librarians provide nonjudgmental book recommendations that…
Abstract
Purpose
Contemporary adult readers' advisory aims to adhere to (what I term) a pure preference satisfaction model in which librarians provide nonjudgmental book recommendations that satisfy their patrons' aesthetic tastes rather than improve upon them. The purpose of this paper is to determine whether readers' advisors really ought to treat all such tastes as essentially benign, even when doing so may conflict with core commitments to diversity and social responsibility.
Design/methodology/approach
This paper utilizes a thought experiment to interrogate our intuitions regarding the practice of recommending recreational materials featuring marginalized protagonists. The author also draws on theoretical insights from feminist aesthetician A.W. Eaton's innovative work on taste in bodies to formulate argumentation addressing the ethical dilemma presented here.
Findings
Our reading tastes can, in fact, be oppressive, working to maintain unjust power relations that are often thought to be the product merely of bad beliefs. On the view advanced here, oppressive tastes function as real obstacles to collective self-governance because they systematically distort our judgments of the credibility, empathic accessibility, and fundamental worth of our fellow democratic citizens. Librarians' obligation to protect and promote democracy, therefore, provides practitioners with a crucial justification for recommending diverse books to all readers, even (and perhaps especially) those who actively disprefer them.
Originality/value
The paper illustrates how contemporary work in analytic (and specifically feminist) aesthetics can furnish LIS scholars with the intellectual resources to resolve political problems in the library. The author's analysis also lays the groundwork for further consideration of alternative ideals for readers' advisory that will capitalize on the service's educative and emancipatory potential.
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Sara C. McDaniel, Sarah Wilkinson and Brandi Simonsen
Alternative Education Placements (AEPs) are unique and complex settings that serve students with varieties of needs and strengths, though in practice such settings may be used…
Abstract
Alternative Education Placements (AEPs) are unique and complex settings that serve students with varieties of needs and strengths, though in practice such settings may be used most frequently to serve students with serious challenging behavior. Although research supports a number of individual interventions for students with emotional and behavioral disorders (EBD), including intensive, individualized interventions, less is known about adapting such interventions for AEPs, and especially about the potential for AEPs to adopt a flexible, positive, multitiered framework for behavior and school climate. Emerging evidence suggests that Positive Behavioral Interventions and Supports (PBIS) can be integrated into alternative education settings with careful planning. This chapter provides (1) an overview of AEPs, (2) a description of six steps recommended for integrating PBIS into AEPs, and (3) a brief overview of recent literature regarding PBIS in AEPs.
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