Cultural Deprivation Research Articles

Problematics of Contemporary Problems and Cultural Poverty Challenges

The more serious problems of contemporary da'wah today align with the continued development of increasingly complex social human life, one of which is the challenge of cultural poverty. Implementing the da'wah function at least motivates the da'wah target always to try to avoid poverty. The purpose of this research is to find solutions to the problems of contemporary da'wah in terms of facing the challenges of cultural poverty experienced by people who are passive in trying, including those who face fatalistic thoughts about sustenance that has been arranged by Allah SWT so that there is no need to try to find food. The research method used is qualitative research with a library research approach. The study results show that contemporary da'wah's problems have faced various challenges and difficulties, both internally and externally. The challenge of cultural poverty finds at least four classifications of discussion: forms of cultural deprivation, the impact of cultural lack, the causes of poverty, poverty, and its alleviation strategies. Furthermore, the function of da'wah in overcoming cultural poverty will only be optimally achieved if the community realizes the importance of effort and hard work, including increasing the application of social care among fellow believers, which is very much needed in social life.

Can epistemologies and methodologies be racially unjust? The case of Allison Davis and cultural deprivation

ABSTRACT This paper considers what it could mean to say that epistemologies and methodologies are racially just or unjust. It has been argued that this has nothing to do with whether an individual researcher is racist: he or she could be anti-racist but still use an epistemology that is racially biased. To explore this issue, some pioneering research by Allison Davis, an influential African-American scholar in the 1940s and 1950s, is examined. This research dealt with the effects of social class cultures on academic achievement in the United States. While Davis was well-known at the time, his work in this field is now largely forgotten. Two senses of ‘racially-just’ are examined in this paper, relating: to the intrinsic character or origin of epistemologies and methodologies; or to the implications for and likely consequences of their use. Davis’s investigations employed methods and assumptions that are rejected by many educational researchers today. I will address the question of whether these can be criticised as racially unjust; and, if so, on what basis. This evaluation will lead to a consideration of the broader question of the terms in which it is appropriate to assess educational research, and in particular the epistemologies and methodologies on which it depends.

Identification, documentation and promotion of cultural heritage: problems and prospects in the Indian context

PurposeThe purpose of this paper is to overview the current state of affairs of the Indian heritage treasures, which are being identified, restored, preserved and promoted by various organizations at national and international levels with an emphasis on its documentation aspect. Lack of information about the heritage sites, structures and its significance, especially unprotected and unidentified, leads to its permanent loss. One of the prominent measures to safeguard from such irrevocable cultural deprivation is its documentation. Further, the study aims to examine the significant challenges associated with identifying unrevealed heritage assets of the country in the context of its preservation, documentation and promotion. As a suggestive measure, the study aims to propose the need for developing a comprehensive cultural heritage register assisted with technological aids focusing on community participation in taking stock of the heritage items they possess and enable them to effectively document.Design/methodology/approachThe present study extracts the cultural heritage data available with the UNESCO belongs to Indian heritage assets inscribed in its World Heritage portal. The collected data has been analyzed and interpreted to overview the country's recognition at the global level. The data collected from the official portal is further explored and customized to have a lucid account. The details about the organizations and institutions working on heritage conservation and preservation activities in India are also collected. A review of published literature on the related areas has also been performed to identify the issues and challenges associated with the documentation of heritage assets to support this study. The study also included the researcher’s experience in working with cultural heritage documentation.FindingsIndia holds a substantial quantity of cultural as well as natural heritage items. However, an exhaustive effort to document them at the national level is not being accomplished to its full potential. Many of the assets, inheritances or sites of cultural importance have not been fully identified, preserved or documented; hence, it is unrecalled forever once lost. Some organizations and individuals working on cultural heritage lack clarity in its function and do not follow any common standards in its documentation. For any conservation activity, documentation is prime, and the local community's support is also essential. Means of international collaboration for managing and promoting the heritage are required to be encouraged. Findings of the study demand the need for utilizing digital technologies to assist the documentation process. It emphasizes the requirement of having a web-based single window online gateway where an individual or community can dispense the knowledge and resources they possess hence contributing to heritage conservation, preservation and sustainability.Research limitations/implicationsThe study limited to Indian scenario and the data on the heritage sites are collected from UNESCO's World Heritage portal. Only the documentation and promotional aspects of the cultural heritage are discussed. There are many lesser-known and unprotected cultural heritage in different parts of the country with artistic value. The unique characteristics that have not been recorded anywhere are to be documented systematically to reduce the frequency and severity of losses. The implication of the study highlights the present scenario of cultural heritage documentation in India and the need for a comprehensive heritage information gateway supported with a register facility to precisely document and retrieve.Practical implicationsAspects of culture which are inherited from the past to the present are to be preserved for future generations. Digital archives of cultural heritage and the use of digital tools to document them are effective mechanisms to protect and store the data on endangered heritage items. For any such conservation effort, documentation is its first step. Developing and facilitating access to an exclusive database of cultural heritage at risk boast its sustainability and can be enriched by the involvement of local communities. Public access to such a database would greatly support administrators, tourist departments, culture departments, development administration and conservation activists to gather the details of unprotected heritage items of the country, its present condition, risk of damage, etc. which further helps in its preservation, conservation, sustainability and promotion in a constructive manner.Originality/valueTo the authors' best knowledge, no such single and comprehensive mechanism in the country allow the individuals to contribute to the inventory list holding information about the identified, unprotected and unidentified heritage assets which are having a risk of damage, threat, decay, vulnerable, neglect, lack of use or inappropriate maintenance and development. Developing such a system with technological and data infrastructure helps to pool all the cultural heritage resources under one umbrella. It imparts the value and significance of protecting and promoting heritage inheritances and a safe haven of them from the risk of its chronic loss. The system can also support all the activities related to heritage protection and bring the local community to timely support and initiate such heritage conservation activities.

Covid, edukacja domowa i nierówności

Introduction: One major effect of the Covid 19 lockdown has been the closure of schools and the switch to home learning for most children through online or hybrid models of teaching and learning. However, questions would be asked about the quality of this model, especially in the light of recent policy moves to reduce educational differences across the country. Research Aims: The aims of this article are to draw together recent research into home schooling during the Covid 19 pandemic and provide a theoretical explanation against a policy background with a stated aim of reducing inequalities in education Method: A literature review was carried out of articles that relate to the experiences of home schooling for children and families as well as more general effects of lockdown. Results: Results show clear differences in home schooling experiences in terms of resources and attitudes, and school provision. Concepts of cultural capital and cultural deprivation have been used to show how inequalities continue to persist despite recent policy aimed at reducing inequalities. Conclusions: Home schooling has brought inequalities into sharp focus over how schools deliver home schooling and how children and families are able to take advantage of what has been provided. It indicates that a cultural shift is needed. Education has been devolved to the level of the individual and for real change to take place, a more collective approach is needed. Education has been devolved to the level of the individual and for real change to take place, a more collective approach is needed.

Boredom, Fragmentation, and the US Army in Eastern Europe

This article examines a forward-deployed US Army unit in Eastern Europe. Drawing from military sociology, the theoretical framework used to study this unit focused primarily on factors of boredom and the fragmentation model of organizational culture. The methodological approach was mixed, including interviews and participant and non-participant observations of the deployed soldiers and military civilians. The research explored unit members’ perceptions about unit leadership, quality of life, communication with loved ones, the mission, work roles, interactions with the local foreign military and civilians, and unit diversity. The findings contribute to a nuanced understanding of the relationship between military boredom and fragmentation. Overall, we found some ambiguity regarding some parts of soldiers’ lives—including an unclear understanding regarding the nature of the mission. The study also found low to moderate levels of boredom across five domains: underutilization, cultural deprivation, lack of privacy, isolation, and time and space reorientation. Although in most cases the level of boredom related to perceived ambiguity (less boredom usually meant less perceived ambiguity), in some cases an inverse relationship was identified. We conclude that future studies should determine whether our findings apply to newer forward-deployed contexts in Eastern Europe and elsewhere.

Sessions Reflect Intersection of New Orleans History and Plight of Vulnerable Citizens

Sessions Reflect Intersection of New Orleans History and Plight of Vulnerable Citizens

Vincent Buckley, Colonialism and the Problem of Irish-Australian Identity

Perhaps no Australian writer or thinker has probed the condition of Irishness in Australia more extensively than the poet-critic Vincent Buckley (1925-88). His first memoir Cutting Green Hay (1983) considers how his own family negotiated their Irish heritage, often through modes of strategic amnesia in which Irish cultural modes mutate into Australian identity. This, for him, results in a cultural deprivation that he seeks to remedy in himself, not least through many extended visits to Ireland, his ‘source country’ or ‘imagination’s home’. Yet in Memory Ireland (1985) and other essays, he offers a scarifying analysis of contemporary Irish society also marked by a loss of memory, which he ascribes in this case to the post-colonial torpor and imaginative enervation of independent Ireland. So Buckley seeks to reveal the scotomisation, or mental blind spots, that characterise both Irish-Australia and modern Ireland. Drawing mainly on prose works, including archives and unpublished sources, this essay seeks to bring to the fore the question of colonialism in Buckley’s reflections on Irishness, attentive to some of his own blind spots. It considers his deep debt to Yeats, but also the impossibility for Buckley, as he saw it, to follow Yeats’s example in creating a national imaginary that unified settler and native. This impacts Buckley’s sense of how an artist achieves success in the international literary field, but also maps back onto the question of setter-colonialism in Australia. I argue that Indigenous Australia shadows his thinking about Irish colonialism, sometimes explicitly, as in the poem ‘Gaeltacht’ from The Pattern (1979), but in a more fraught and culpable way than simply through assertions of shared victimhood. If the conquest and dispossession of Gaelic Ireland in the sixteenth and seventeenth centuries mirrors that of Indigenous Australia in the nineteenth and twentieth, it also deflects, redirects and sublimates it for an Australian poet.The Irish have certainly been historical victims of British colonialism, but they have also been beneficiaries of settler-colonialism in Australia, as his poem ‘Dick Donnelly’, the Irish-named Aboriginal man, ‘the last songman of his people’, poignantly attests.

Multiple discrimination and the risk of cultural impoverishment. Considerations regarding the pedagogical challenges of the complex society

This paper presents an overview of some of the major themes addressed by the Multidisciplinary Course on Human Rights Education coordinated by the author for the Department of Education, Languages, Interculture, Literature, and Psychology - FORLILPSI) of the University of Florence in collaboration with the Italian Committee for UNICEF. The main thrust of the course and therefore of these notes was and is valorisation of children’s rights education as a resource for combating the various types of discrimination that underlie processes of exclusion and social marginalization and that increase risks of educational poverty and cultural deprivation. More in detail, we analyze that set of cultural practices, behaviours, and beliefs that generate sexist and racial prejudices and lead to systematic violation of the rights of social groups, which thus suffer processes of inferiorisation.

A Qualitative case study on inadequate public transport system and its social impact on people in Dhaka

This case study research assesses the social impacts of inadequate transport facilities on the people of the city of Dhaka using the qualitative content analysis method. From livelihood to the urban communities' mobility, all life-related matters are directly or indirectly related to public transport. However, the transport system in this city is one of the worst in the world. Hence, there is an absolute necessity to examine the inadequate transport facilities of the present transit system and their social effects on the people living in this city. Vanclay's Social Impact Assessment was integrated to investigate the impact. In six specific gateways of Dhaka, in-depth interviews with 1800 respondents were carried out to know about the social impacts of insufficient public transport facilities. The social impacts of inadequate transport facilities create problematic conditions specifically for the low and middle-income communities of Dhaka, aggravating traffic danger, absence of protection and safety, social isolation, reduced mobilities, loss of social capital, cultural deprivation, absence of social interaction, family estrangement, travel cost, deficiency of transport accessibility. In the future, it will have serious repercussions for its residents.

The State of AfroLatinxs in Latinx Psychological Research: Findings From a Content Analysis From 2009 to 2020.

This article presents a content analysis of empirical publications (i.e., quantitative, qualitative, and mixed methods) regarding the inclusion of AfroLatinxs, and race-related factors in general, in two Latinx-focused psychology journals, Journal of Latinx Psychology and Hispanic Journal of Behavioral Science, between 2009 and 2020. We organized the articles into domains that were grounded in a framework that categorized race as a demographic category, from a cultural deprivation lens, a cultural difference lens, or a raced-based paradigm. In general, the results showed a major gap related to the inclusion of AfroLatinx in research studies, as less than 2% of articles across both journals included AfroLatinxs. Furthermore, we found most studies in this area are limited to sociodemographic self-reported race, the inconsistent use of race and skin color measures and a panethnic label to conceptualize race with Latinx populations. We give future research recommendations to explain the complexity of the Latinx population regarding race, and we provide insight into AfroLatinxs experiences.

Alfabetizzazione e educazione linguistica in Africa. Tra precarietà e creatività linguistica

The paper aims at proposing a theoretical reflection on the concept of (il)literacy in Africa. The theoretical framework is based on the analysis of literacy related to educational linguistics according to De Mauro’s studies. Before analyzing the issue of (il)literacy in Africa, the contribution tackles the main sociolinguistic features of this continent. The illiteracy data illustrated in the paper are taken from UNESCO and United Nations sources. The analysis of concept and effects of (il)literacy in Africa is crucial to separately interpret cultural and linguistic deprivation. Actually, if on the one hand the contribution considers illiteracy as a barrier that prevents the achievement of many educational goals in Africa, on the other it prompts to create conditions so that linguistic precarity could become a means capable of leading to linguistic creativity. The idea is therefore to introduce an inclusive teaching oriented to creative and original language education models capable of valorizing all the semiotic resources of learners.

Explaining academic achievement gaps in South Korea with multicultural education paradigms

ABSTRACT The academic achievement gap between racial and ethnic majority and minority students in South Korea has received attention over the past decade, with one government-funded report and 10 peer-reviewed articles examining the performance of diverse student groups in the 2011 National Assessment of Educational Achievement. We conducted a qualitative content analysis of these 11 studies to understand how the evident achievement gap is explained by researchers and what assumptions are embedded in these explanations. Using multicultural education paradigms as theoretical lenses, we classified the explanations and advanced understanding; findings indicated that the cultural deprivation paradigm dominated the discussion of the academic performance of ethnic minority students. While other explanations were also found, some of these reinforced stereotypes about ethnic minority groups without corroborating evidence. Emergent efforts to address the strengths of ethnic minority students were insufficient to reflect the authentic view of the cultural difference paradigm. Implications were drawn for researchers and educators who study academic achievement gaps between ethnic minority and majority students in multicultural societies.

‘As if by osmosis’: How Ofsted’s new deficit model emerged, fully formed, as cultural capital

This paper considers recent developments in English education policy as, confirming promises made in the 2016 White Paper, Educational Excellence Everywhere, schools are now to concentrate on the realisation of a knowledge-based curriculum, one that allows all students to ‘acquire’ cultural capital. First, the remodelling of Bourdieu’s concept, designed to explain class privilege, means that the cultural capital is now a mechanism for disciplining schools and teachers who fail to deliver the required curriculum. Second, in going beyond the social inclusion advocated by previous governments, this version of cultural capital has simply recycled the 1950s notion of cultural deprivation, turning it into a ‘knowledge deficit’ to be explained with reference to the work of ED Hirsch. It remains to be seen if ‘Hirsch-knowledge’ offers anything more than passive consumption of approved content, and the paper ends with a discussion of the implications for students of the new curriculum.

Getting a foot in the door: A critical anti-race analysis of underemployed second generation Caribbean Black Male Youth

This study utilizes a Critical Anti-Race Qualitative Phenomenological Methodology to challenge the dominant deficit perspective which reinforces the notion that the cultural deprivation of Blacks causes their marginalization. From this viewpoint, Blacks should take individual responsibility for changing their life conditions. However, this article offers narratives of Black men that reveal how structural factors grounded in the notion of racial battle fatigue limit their autonomy, education, and access to employment opportunities. The study focuses on underemployed, second-generation Caribbean Black Male Youth between 18 years and 30 years of age who have made the post-high school transition into the labor market but remain underemployed. This study seeks to understand the central theme emerging in the counternarratives: Caribbean Black Male Youth perceive and experience a lack of employment opportunities. This article’s aim is to show how Caribbean Black Male Youth struggle to address their limited employment opportunities by exploring the impact of the intersecting politics of race, gender, and class on the City of Toronto labor force.

Bearable with Humor, Pain in Sherman Alexie’s The Business of Fancydancing: Stories and Poems

For the time being Native Americans still doubt and question their status amid the American nation. The consciousness of being marginal and subjugated appears clearly in their literature. Within the rising voices that echo widely against repression and injustice, they have had their voice, a voice that reflects historical agony, cultural deprivation, and political stings. Moreover, what distinguishes their voices is the amount of mutilation and loss that turns into humor and sarcasm. This voice ceaselessly tries to bring back a fragmented identity from ashes. Sherman Alexie, a poet, novelist, short story writer, filmmaker, essayist, and comedian, is one of the best to adopt the role of fighting for his people to reclaim their status. His people and their dignified and excruciating survival inform much of his multi-genre works and unify his style. Frequently, the black humor technique pops up in his poems to show, on the one hand, the considerable amount of pain and, on the other, to make this pain bearable.

Challenging claims of cultural deprivation as a career-long goal

ABSTRACT This paper presents an overview of some of Michael Cole’s work, starting with his pioneering research in Liberia with the Kpelle (and later, with Sylvia Scribner, studies of literacy with the Vai, 1981), which was formative of his version of a cultural-historical psychology, his translation and interpretations of the work of L. S. Vygotsky and finally his development of the 5th Dimension after-school programs, which in various ways build on the insights from the previous work. I discuss how contesting notions of cultural and intellectual deprivation or inferiority have been a central preoccupation in Cole’s work, spanning practically his entire career, and was already on display as a central concern in his early work in Liberia.

THE RISKS OF INFORMATION SOCIALIZATION AS A MANIFESTATION CRISIS OF MODERN CHILDHOOD

The relevance of the article is explained by crisis nature of modern childhood and the risks of informational socialization, reflected in loss of value in becoming mature, the loss of the leading role of education, and the growth of deviant behavior in children and adolescents. Social anomie and cultural deprivation create a diverse information environment that poses the risks of promoting the cult of violence, cruelty, extremism, suicidal behavior, involving children and adolescents in the consumption of psychoactive substances, the formation of Internet addiction and computer gaming addiction. The purpose of the article is to analyze risk management capabilities of information socialization as a manifestation of a childhood crisis. Methods — theoretical and comparative analysis, generalization. The results. The risks of information socialization associated with a low level of information security are highlighted. Significant age-related psychological characteristics of the child are identified and analyzed. These characteristics determine the effect of the psychological impact of information products on the development of the child. They are specified for preschool, primary school age, younger and older adolescents. A comparative analysis of the features of cognitive activity and mental development is presented: the degree of vulnerability of the child to the effects of harmful content; preservation of psychological well-being; readiness to imitate the social patterns of behavior presented on the Internet. The tasks to ensure informational security of children and adolescents have been specified. Conclusions. Accounting for age-related psychological characteristics will allow to create an effective risk management system for informational socialization of children. Such a system includes the tasks of the age classification of information products and building the developing content of the information environment. The creation of interdisciplinary science of social ecology of childhood will make it possible to make significant progress in overcoming the crisis of modern childhood.

Cultural Identity-Induced Social Exclusion of an Ethnic Minority Group and Communal Conflicts in North-Central Nigeria

Qualitative research has suggested that minority groups suffer discrimination. Some had focused on the effects of discrimination and prejudicial treatments of groups that are referred to as socially-devalued. This has also provoked greater interest in theorizing on the relationship between explanatory causal factors of discrimination against these groups. This study contributes to this body of research findings by focusing on an ethnic minority group that has been subjected to various discriminatory treatments on the basis of ancestral/historical difference. It examines the relationship between some exclusionary ethno-cultural variables and their effect on conflict occurrence. Conflict is depicted here as the dependent variable while the ethno-cultural variables- exclusion, deprivations, identity formation, and migration are considered as independent variables. This study adopts the quantitative approach using the Chi-Square analysis to investigate the relationship between these variables based on the Mean of the responses from the administered questionnaires, while Regression analysis was used to examine the impact of the independent variables (cultural identity formation, social exclusion, migration history, deprivation, and segregation) on the dependent variable (communal conflict). The findings from the regression analysis show that a significant relationship exists between all the independent variables and the dependent variable, while from the Chi-square analysis, the findings reveal that except for deprivation, all other independent variables have a positive relationship with the dependent variable.

Clues to Reversing the School-to-Prison Pipeline: Portrait of a Scholar

The purpose of this article is to make an overlooked source of knowledge accessible to school teachers and administrators in order to challenge the prevalent discourse of cultural deprivation in urban schools and thus provide a more equitable education for all. Little is known about rich knowledge and self-education practices within prisons which could contribute to culturally relevant pedagogy as well as decrease the stigma of prison contact. Using portraiture methodology, we present a portrait of EL’YAH’el, a formerly-incarcerated African American man who participated in self-education in prison as both a student and a teacher. Framing our work with reality pedagogy, we contend that understanding the traditions of self-education in prison can provide clues for teacher education programs committed to acknowledging and building upon their students’ realities. We suggest the flow of knowledge from prisons to schools as the prison-to-school pipeline and conclude with recommendations for pedagogy and policy.

Measuring food poverty in Ireland: The importance of including exclusion

Food poverty is multi-faceted. While it is certainly about having enough, nutritious food, it is also about the cultural acceptability of diet and the ability to participate in customary activities associated with food. Within the Irish Survey of Income and Living Conditions (SILC), there are deprivation indicators that make it possible to monitor many aspects of food poverty – nutritional adequacy, absolute deprivation, cultural acceptability and social inclusion. However, within the composite official food poverty indicator, only nutritional deficiency, absolute and cultural deprivation are included. Those households experiencing only social exclusion vis-a-vis food are classified as non-food poor households. This paper analyses this group of households using Irish Survey of Income and Living Conditions data for 2015. These households – households who are not officially classified as food poor, but who cannot afford to entertain family or friends with food and/or drink once a month – are much more likely than non-food poor households to be experiencing multiple deprivations, to be unable to afford many household amenities, and, if employed, to be employed in jobs often associated with the working poor.