Agents Of Social Change Research Articles

Reframing civic education through hip-hop artistic practices: an empowerment and equity based learning model for black adolescents

ABSTRACT Using the Connected Learning framework as a conceptual lens, this study utilises interviews and focus groups to explore classroom outcomes of and Hip-Hop Music Education programme piloted within two predominantly African American urban elementary schools. Three specific themes that emerged within post-program discussions with participants were that the program’s critical elements were that it: a) valued student enthusiasm for Hip-Hop music culture and centred discussions of its current social climate as appropriate for the academic setting, b) provided mentorship to see music as an agent for social change and c) nurtured their Hip-Hop identities in ways that were impactful for their individual trajectories. These findings suggest that Hip-Hop education programmes can be supportive to Black youths’ critical thinking, individual empowerment and understanding of community. To conclude, I argue that participation in Hip-Hop Based Education programs are a multi-dimensional asset that can empower Black youths for the media literacy education necessary to navigate their social, civic, personal, academic and professional lives.

Transect walks as a critical community mapping tool to develop student teachers’ intercultural awareness

ABSTRACT Student teachers in South Africa need to realise that although their classrooms are multilingual and multicultural, English remains the dominant language. Preparing student teachers for diverse classrooms require a pedagogical approach that will enable them to be agents of social change. This view supports transformative ideals in teacher education which seek to prepare student teachers to be able to embrace critical pedagogy. We argue for the incorporation of transect walks as a community mapping tool to support transformative teacher preparation. We argue, to develop students' intercultural awareness, their school-based learning curriculum should introduce them to the pedagogy of transect walks.

Introduction to the Special Issue on Social Justice, Liberation, and Action

Introduction to the Special Issue on Social Justice, Liberation, and Action

Contemporary Approach in Da’wah Mission towards Non-Muslim Community: Malaysia Perspectives

This study discusses contemporary da’wah approach towards non-Muslim community in Malaysia considering the diversity of races and cultural background of the country at large. The development of modernization in civilized society coupled with recent trends such as globalization and technological advancement today poses a great challenge for da'wah activity towards non-Muslims. For Muslims, the basic sources of references pertaining to human life can be solved through the teachings of Al-Quran and As-Sunnah. Both sources serve to answer and resolve all questions and difficulties faced by human beings regardless of race and religion. However, the existing challenges require Muslim preacher or Da’i to have a capability and ability in managing the best da'wah strategy in this rapidly developing era, otherwise the process of da'wah and the delivery of knowledge turns to be increasingly difficult. Therefore, this study discusses the application of the concept and effectiveness of the current appropriate da’wah approach to non-Muslims in Malaysia. Non-Muslims were selected as respondents to obtain more accurate research results in the effectiveness of the da'wah efforts. The study also discusses a da'wah approach which is relevant to the present and future environment. Using qualitative document analysis technique, this study will analyze secondary data related to current trends in da’wah and its exiting issues. All the data will be discussed and presented according to the specific themes. The findings showed that there were many approaches that can be used for da'wah purposes to non-Muslims such as Da’wah Bi al-Hikmah and Da’wah Bi al-Hal. This study will contribute to the da’wah progress in Malaysia. In such a way, the Islamic da'wah process will continue to grow and the da'wah will be able to be an agent of social change and be able to build a strong civilized society in terms of Aqidah, Akhlak, Ibadah and Mualamat.

What Empowers Teachers to Become Social Justice-Oriented Change Agents? Influential Factors on Teacher Agency toward Culturally Responsive Teaching

Culturally Responsive Teaching (CRT) has gained significant attention across diverse school environments in justice by supporting students from culturally underrepresented groups. However, how teachers develop their agency toward inclusive practices and what influences the agency developed have been undertheorized and underexplored. This study aims to identify factors that support teachers’ initial enactment of CRT and what strengthens or weakens the positive agency developed. This study is guided by a grounded theory approach. Sixteen in-service teachers’ semi-structured interview transcripts were analyzed using the constant comparative method. Four themes emerged from each of the research questions. Theoretical and practical implications are discussed to better support in- and pre-service teachers’ growth toward becoming social justice-oriented change agents with CRT practices.

Multicultural Dakwah Strategies and Social Change in Purwokerto

This article mainly aims to reveal the role of da'wah in social change, as well as how da'wah can be developed in a multicultural society. This study is a qualitative research, which aims to understand (to understand) social phenomena or a reality by focusing on a comprehensive description of the social phenomena being studied rather than breaking them down into interrelated variables. The results of the study show that da'wah is not just the delivery of messages of Islamic values, but also plays a role in the development of the times. Da'wah is able to encourage the productive power of the people or act as an agent of social change. Da'wah that can be developed in a multicultural society, among others: 1) da'wah is more oriented to aspects of quality than quantity, 2) da'wah is carried out on the concept of diversity, 3) da'wah with a local cultural and language approach, 4) continues to innovate da'wah, 5) understand the problems and needs of the people.

Reading The Naration of Nation in Al Muayyad Islamic Boarding School at Surakarta

This research departs from the existing academic anxiety, namely photographing how the role of Islamic boarding schools, in this case Al-Muayyad as a religious education institution and agent of social change in linking between Islamic understanding and Indonesianness. In addition, this paper tries to read the pattern of shifting the narrative of the nationality of Al-Muayyad from pre-independence to post-independence Indonesia based on Islamic values ​​developed. This study uses descriptive qualitative methods, intended to describe the data obtained from observations. The analysis uses cohesion interpretation with the verstehen method, namely the interpretations sought can explain the sociological symptoms observed in accordance with the meanings given by the observed object. Data collection uses observation, interviews, and documentation. The results of the study show that Al-Muayyad as the sālafīyāh pesantren which places Islam as mābdā ’al-hāyāh thus gives birth to Islamic character which is tāwāsuth (moderate) and inclusive. Aswaja as mānhāj al-fīkr provides a frame in the creation of Islam that respects local traditions, pluralism, multiculturalism, tolerance, democracy and other humanism values ​​in accordance with the concept of māqāshīd al-syarī'ah which includes five basic human rights (al-kullīyāt al-khāms). Al-Muayyad as a sub-culture of society that has its own uniqueness in the next aspects of value, such as the way of life adopted, the outlook on life, the values ​​followed, and its own internal power hierarchy that is fully adhered to. As a religious education institution and agent of social change, Al-Muayyad places moderate Islamic values ​​and locality as a medium to build a society that is peaceful, tolerant, and appreciates the diversity that exists. In affirming national identity, Al-Muayyad is based on a dynamic Islamic understanding as a form of “Islam Nusantara”, Islam that is distinctive in Indonesian-nuanced taste by promoting pluralist, populist, and national-minded values.

한국에서의 뮤지엄과 사회 포용

The main role of the museum was to collect, preserve, research, educate, and exhibit the physical evidence of the human environment for the purpose of research, education, and enjoyment, and the public was only an object. However, as the times changed, the museum was required to take on a new role to contain the voices of the public. The museum has become a role for social change by engaging people to determine their place in the world, educating them to achieve their potential, and contributing to reforming them in the future. Museums should be able to function as agents of social change by embracing those excluded from society (those who did not participate in cultural and leisure activities). In this study, I examined the relationship between museums and social inclusion, why social inclusion is an issue in museums at this point, and how museums are coping with the problem of social inclusion through the policies of domestic and foreign museums. Certain conditions must be met for the museum to realize social inclusion, and this study considered accessibility and diversity to be important. Based on previous studies, this study identified the form of barriers to museum access and suggested alternatives. At the same time, they emphasized the need to pursue diversity beyond multiculturalism as our society becomes increasingly pluralistic. This study mainly tried to find the implications of social inclusion in museums through the case of the UK.

Global citizenship and the global citizen/consumer: Perspectives from practitioners in development NGOs in Portugal

This paper makes an empirical contribution to the debate about the pluralism of global citizenship. This is considered a crucial aspect for research, not only because charity and social justice standpoints coexist, but also in the light of growing examples of neoliberal understandings about global citizenship education and the global citizen. Informed by critical and postcolonial thinking and with a special focus on Andreotti’s discursive orientations, this paper analyses discourses of practitioners of global citizenship education who work in development NGOs in Portugal. Findings suggest that humanist views are predominant, although intertwined with neoliberal and postcolonial perspectives. They also point to an archetypical vision of the global citizen and a prevalence of the responsible citizen-consumer as an agent of social change.

Food and social change: Culinary elites, contested technologies, food movements and embodied social change in food practices

In this introduction, we have asked a very classical sociological question and brought together interdisciplinary efforts to critically approach it, focusing on a basic issue: food. We briefly reconstruct the main approaches to social change in sociological theory and then identify main themes with which food studies have contributed to this debate. If, to avoid normative and formal approaches, theories of change require contextualization in order to keep their explanatory value, this volume brings historical and geographical context to provide an analysis of social change through the lenses of food. Methodologically, articles offer diverse approaches to food, allowing different kinds of perspectives on change. While statistical analysis or historically comparative sociology will provide correlational snapshots and structural transformations, ethnographies necessarily deal with change happening in the everyday. The articles in this monograph have been organized into four broad groups: (1) national cuisines as elite projects of social change; (2) science and technology as contested tools for social change; (3) social mobilization and food movements as agents of social change; and (4) micro- and macro-level change and beyond: culinary subjectivities, embodied social change and food transition.

The changing role of women in 21st century Hindi cinema

Cinema is one of the most powerful mediums of mass communication and entertainment. A combination of several arts like painting, dance, music, sculpture, puppetry, Cinema has the power to reach heterogeneous audience. Hindi cinema has been a mirror of society. Hindi cinema has reflected the socio-cultural patterns, trends, political upheavals surfacing the society. It is an agent of social change. A Woman is a very important segment of society. In fact, she forms the base of superstructure of society. One of the best ways to judge the spirit of a civilization, appreciate its strength, glory and recognize its weakness and limitations is to study the position and status of women in it. No doubt, the equality of status has been bestowed to her by the constitution but ensuring a woman’s autonomy and increased participation and decision making power in family and public life is still existential. It is very sad to admit that our Indian society is patriarchal to the very core. Here men are seen as breadwinners and the role of a woman is being confined to a good homemaker. She is rarely seen as individual. Despite empowerment notions and various reforms, heinous crimes against women are on the rise In earlier films, female experience was ignored and was given less importance. They were trapped in secondary roles and they handled with care the male ego but 21st century Hindi Films are showing various aspects in the representation of women and their multifarious role in society 21st Century Cinema is giving vent to the hidden motifs of feminine sensibilities, her quest for freedom, self-respect, dignity and her changing role in society through films like, Kya Kehna, English Vinglish, Dor, Mardaani, Thappad, Queen, Panga and many such movies. Their contribution is significant in making the society aware of women’s needs and aspirations.

Protestants, Pentecostal and African Indigenous religious perspectives on COVID 19

When it comes to dealing with the spread of the coronavirus, there is a consensus on the approaches adopted by religious leaders regardless of whether they are Protestant, Pentecostal, or African indigenous churches. There is generally compliance with WHO regulations and lockdown regulations stipulated by various governments across the globe, including the government of South Africa. The knowledge on COVID 19, social distancing, health and hygiene promotion and resilience are some of the matters which religious leaders are contending with. From a qualitative study conducted amongst religious leaders in Northern KwaZulu Natal, South Africa, it is clear that knowledge on COVID 19 is drawn from sources which include government and the media, and social distancing and social intimacy remains contested. Religious leaders in South Africa are to a large extent complying with COVID 19 regulations and play a pivotal role as agents of social change, whilst in other parts of the world, there is massive resistance directed at governments who are perceived to be authoritarian. There is evidence that religious leaders actively participate in structures established by government to combat the spread of COVID 19, but there is an increasing need for various levels of government in South Africa to support religious organisations in the fight against coronavirus.

The COVID-19 Pandemic - What Would Peter Drucker Say About It? Managing in Turbulent Times

What would Peter Drucker say about the COVID-19 pandemic? - a global health and humanitarian crisis sparking disruptive innovations. In Drucker’s view, a time of turbulence is also one of great opportunities for those who can understand, accept, and exploit the new realities. It is, above all, a time of opportunity for leadership (Drucker 1980: 19-20). Also, the crisis is a triumph offering collaboration and innovation opportunities to build a better future. Building on Peter Drucker’s Management as a Liberal Art philosophy, we observe that the Great Reset Initiative proposed by the World Economic Forum is a social change agent, which aims to consider the economic, environmental, social and political challenges we were already facing before the COVID-19 pandemic (Schwab 2020b). Furthermore, Peter Drucker’s work in realizing a Functioning Society should shed light on the development of the post-COVID-19 world. From social ecological perspective, executives should “identify the future that has happened” and create opportunities for innovation and entrepreneurship, as well as to balance change and continuity. Let us work together to realize a “bearable” society of functioning organizations (Maciariello & Linkletter 2011).

Aldous Huxley: social anarchist

ABSTRACT This article shows that in the years between 1937 and 1962 Aldous Huxley adopted a species of anarchism. It demonstrates, first, how in espousing gradualism and pacifism, in stressing the significance of education and meditation as agents of social change, in seeking to construct intentional communities in the here and now, as well as build on pre-existing examples of ‘anarchy in action’ such as consumer and producer cooperatives, in taking a measured view of the state, not rejecting the institution on principle, but only its coercive form, and in making sex central to his vision of utopia as an essential ingredient of a happy and sustainable life, Huxley anticipated the ‘new’ anarchism of the postwar era. Second, it argues that, in rejecting notions of ‘normal’ subjectivity, in seeing the human subject as fundamentally irrational, in viewing power as coextensive with society itself, as a relationship that can only be managed as opposed to abolished, in repudiating grand theory or metanarratives in favour of ‘micro-politics’, and in viewing science as both epistemologically flawed and potentially oppressive, Huxley anticipated postanarchism. Despite his reluctance to adopt a label, it is the contention of this article that Huxley ought to be considered a social anarchist.

Urban Creative Sustainability: The Case of Lublin

The proposed research aims to investigate the concept of creative urban sustainability. We asked, what are the factors conditioning creativity in spaces where cultures meet in cities and how do they stimulate urban sustainable development. The empirical material analysed are the results of interviews conducted with cultural managers. We introduce philosophical and sociological approaches based mainly on criticism of writing and the analytical and synthetic method. In the framework of the creative city we illustrate Lublin’s model of spatial innovations, in which culture and creativity have convergence with economic development. We conclude with a conceptual discussion of the creative urban sustainability problems. In particular, we reveal how these issues could help in shaping a theoretic consensus about the function of spaces planning in sustainable development strategies emphasising the importance of creativity as a social resource and also as an agent of social and economic change.

Implementasi Kepemimpinan Kepala Sekolah dalam Membina Kompetensi Sosial Guru

The principal as a leader must be able to increase empowerment and guidance for teachers through improving human resource management. Therefore the principal has the obligation and responsibility to develop teacher competence. This study aims to describe the supporting and inhibiting factors for the implementation of the principal's leadership in building up teacher social competence. This research was conducted at SMA Negeri 7 Kerinc i u sing descriptive qualitative research methods with case study research. Data collection techniques in this study were observation, interviews , and documentation studies. The data presentation analysis technique started from the collection of all data from observations, interviews , and documentation studies. Then it was f ollowed by data reduction, data presentation and conclusions drawn. While the data validity test used data triangulation. The results of this study indicate d that: 1) Guidance in communication and socializing effectively in SMA Negeri 7 Kerinci was good enough with the implementation of picket sympathy for all school elements. 2) The development of school and community relationship management and taking an active role in the community was good enough with the implementation of synergy - building guidance for teachers at SMA Negeri 7 Kerinci. 3) Guidance in preparing teachers as agents of social change was good enough with the existence of MGMP guidance for all school elements in SMA Negeri 7 Kerinci. Meanwhile, the inhibiting factor in developing teacher competence in SMA Negeri 7 Kerinci was the lack of initiative of the principal and teacher awareness in providing guidance to improve social competence for teachers.

Opening up participatory spaces: a way of rethinking school practices linked to territory

ABSTRACT Background For education to be underpinned deeply by the principles of inclusion and interculturality, there is a need for school to be reconceptualised as an institution which is strongly linked to its territory and capable of being an agent of social change. As part of a wider project exploring processes of democratic participation for social transformation, this article reports on a research study that supported schools to review and reformulate their educational practices through a school-based Participatory Action Research (PAR) project. Purpose The study sought to support participating schools to examine, review and transform practices by using participatory social diagnosis (PSD) strategies. In particular, it aimed to explore the ways in which PSD practices enabled the review of practices linked to territory, encouraging a process of transformative participation towards inclusion. Method Through participatory projects across four infant (3- to 6-year-old pupils) and primary (6- to 12-year-old pupils) schools in different locations in Spain, case studies were developed to examine participation and community building in the context of each case. Data, including recordings of focus group sessions, were transcribed and analysed qualitatively, using content analysis techniques. Findings Across the four case studies, analysis suggested that, in a variety of ways, spaces and times were created for shared reflection, and participatory techniques generated creative forms available to the entire community to contribute to the analysis and transformation of practices. The findings indicated that PAR techniques had enabled a means of participation that led to a process of circulation and collective production of knowledge, allowing a rethinking of inclusion and territory. Conclusions : Our small scale, in-depth study highlights the implications of opening up participatory spaces with regard to the concept of community, social change and territory. This research may provide insights for future researchers and school communities with similar goals of changing educational practices to address participation from an inclusive and intercultural approach.

Psychopathological Symptoms in School Children: Analysis in a Sample from a State in the Brazilian Amazon

ObjectiveThis study sought to identify and analyze the psychopathological symptoms of schoolchildren from a state in the Brazilian Amazon region. MethodsThis is a convergent parallel mixed study conducted with school-age children (6 to 12 years) from Amapá, located in the Brazilian Amazon region. For data collection, the Psychopathological Symptom Identification Scale was used with schoolchildren in addition to individual interviews. ResultsMost children had few psychopathological symptoms, and 12.65% required referral to a specialist. The symptoms were positively and significantly related to age and negatively and significantly related to the frequency of physical exercise. Participants who had relatives with mental disorders and who used psychoactive substances had significantly more symptoms. Some symptoms related to anxiety, mood, social behavior, attention and eating patterns had an average of answers that was higher than expected (1.5), which, in the children's discourses, were likely related to family situations such as poverty, violence, illness, abandonment, and social pressure due to aesthetic standards. ConclusionPsychopathological symptoms such as anxiety, mood, social behaviors, and eating patterns were the most frequent among the students investigated, suggesting a relationship between these symptoms and the greater social vulnerability to which these children are exposed. Practice implications: This study supports the promotion of a social practice based on the use of observational power for the transformation of reality, with pediatric nurses, primary care providers and health and education systems as important agents of social change through actions designed to promote mental health in schools, families and society.

Leith Mullings, Agent of Change

AbstractIn both her personal and professional life, Leith Mullings dedicated her life to understanding structural inequality, the ever‐changing character of racism, and the promises of political resistance. As a social change agent and a community builder, she was deeply committed to Black feminism and radical social transformation.

Social Innovation in the Undergraduate Architecture Studio

Social innovation has been gaining attention as an alternative method for defining socially constructed problems and their solutions in times of failure of more conventional methods. This study focused on the potential of undergraduate architecture students for social innovation in public space production. A novel collaborative educational method was proposed based on a conceptual framework of social extrapreneurs’ platforms of exploration, experimentation and execution, and problem-based learning. The method was designed for 90 h synchronous and 90 h asynchronous work, in a remote teaching mode. The benefit of the method was foreseen in improving the social processes of public space production, especially in areas with pronounced discrimination. Social innovation in planning is crucial for the capacity of imagining better futures in the context of a system’s evolutionary resilience and has the potential for democratization of public place design. Preliminary results show that the proposed method enables critical thinking, sets the base of action on social justice, and turns students into active agents of social change; thus, it provides an important contribution to the necessary, but still uncharted, paradigm shift in architectural education from an object- to people-driven design.