Relevant bibliographies by topics / Social Action School

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Social Action School'

Author: Grafiati
Published: 7 September 2021
Last updated: 29 July 2025

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Journal articles on the topic "Social Action School"

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COVRIG, DUANE M., and LAURA PURNELL. "Community Social Action for School Reform." Teachers College Record: The Voice of Scholarship in Education 106, no. 8 (2004): 1637–44. http://dx.doi.org/10.1177/016146812004106081637.

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Singer, Alan. "How schools can and should respond to student activism." Phi Delta Kappan 100, no. 7 (2019): 62–66. http://dx.doi.org/10.1177/0031721719841341.

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The school shooting in Parkland, Fla., in February 2018 led many students to engage in walkouts and other protests during the school day. Some schools supported their actions, while others disciplined students who participated. Alan Singer considers these schools’ responses and explains that the social studies standards in many states encourage student activism and other forms of civic participation. He provides suggestions for how schools might respond to controversies that arise when students take political action at school.
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Betters-Bubon, Jennifer J., and Jennifer W. Schultz. "School Counselors as Social Justice Leaders." Professional School Counseling 21, no. 1b (2017): 2156759X1877360. http://dx.doi.org/10.1177/2156759x18773601.

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Teaching and Reaching Every Area (TAREA) is a comprehensive school–family–community partnership designed to increase Latino student achievement. The authors use action research to describe how a school counselor developed TAREA and post hoc analysis to provide examples of social justice and systemic collaboration leadership dimensions. The authors detail parent, staff, and student engagement outcomes. Throughout, they transform the abstract concept of leadership into concrete steps for school counselor advocacy and action.
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Lawson, Hal, and Michael Lawson. "Student Engagement and Disengagement as a Collective Action Problem." Education Sciences 10, no. 8 (2020): 212. http://dx.doi.org/10.3390/educsci10080212.

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Isolated teachers in stand-alone American schools are expected to engage diverse students in the quest to facilitate their academic learning and achievement. This strategy assumes that all students will come to school ready and able to learn, and educators in stand-alone schools can meet the needs of all students. Student disengagement gets short shrift in this framework, and so does teacher disengagement. A growing body of research emphasizes needs for nuanced engagement frameworks, better data systems, customized interventions facilitated by intervention registries, and bridge building betwe
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Cary, Cierra, Chekana Reid, and Kristina Berdan. "Involving school students in social action in America." Groupwork 14, no. 2 (2013): 64–79. http://dx.doi.org/10.1921/gpwk.v14i2.562.

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The following article describes the work and vision of the Youth Dreamers group in Baltimore, which evolved as a result of young people’s involvement in the social action process as part of a school community action course run by teacher Kristina Berdan. In the first part, student members of the group, Chekana Reid and Cierra Cary, describe how they identified their key issue, the need for a youth-run youth centre where young people could go after school to take part in a range of constructive activities. Youth Dreamers started to take action to achieve their goals and have been successful in
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Cary, Cierra, Chekana Reid, and Kristina Berdan. "Involving school students in social action in America." Groupwork 14, no. 2 (2004): 64–79. http://dx.doi.org/10.1921/0951-824x.14.2.64.

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Poorthuis, Astrid M. G., Sander Thomaes, Jaap J. A. Denissen, Marcel A. G. van Aken, and Bram Orobio de Castro. "Personality in Action." European Journal of Psychological Assessment 30, no. 3 (2014): 169–77. http://dx.doi.org/10.1027/1015-5759/a000186.

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Personality research has mainly relied on self-report measures, more than on behavioral assessments. In the present study, brief behavioral personality tests were developed to measure behavior that is prototypical for the Big Five traits of conscientiousness and agreeableness. A longitudinal study (N = 322; mean age = 12.2 years) examined the predictive value of these newly developed personality tests on changes in academic and social adjustment across the transition to secondary school. Conscientiousness and agreeableness were measured before the transition to secondary school using both the
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Guinier, Lani. "Confirmative Action." Law & Social Inquiry 25, no. 02 (2000): 565–83. http://dx.doi.org/10.1111/j.1747-4469.2000.tb00972.x.

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Lempert, Chambers, and Adams's study of the careers of three generations of students of color admitted to the University of Michigan Law School fills several important gaps in our knowledge about the consequences and implications of affirmative action protocols in law school admission. First, it provides empirical data for the argument that conventional test-based admission policies both mask and support deep flaws in the way we allocate opportunity and privilege.
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Radin, Margaret Jane. "Affirmative Action Rhetoric." Social Philosophy and Policy 8, no. 2 (1991): 130–49. http://dx.doi.org/10.1017/s0265052500001163.

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For the students, while the numbers are up,… the problem that minorities face – and it is persistent – is that there is still too much of a patronizing air in the professional schools. And there's still too much of the notion that if you're here it must be because someone gave you a break and you're different and you really don't belong here. And indeed when my son went off to school four years ago… I really wanted to warn him about the atmosphere that you see on all too many campuses, diat if you're black and walking on campus, that all too many people look at you and say, “You must be an aff
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Junaidi, Junaidi, Neviyarni Neviyarni, Mudjiran Mudjiran, and Herman Nirwana. "Pelaksanaan Bimbingan dan Konseling dari Perspektif Tindakan Sosial." Naradidik: Journal of Education and Pedagogy 1, no. 3 (2022): 167–73. http://dx.doi.org/10.24036/nara.v1i3.38.

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The behavior of school guidance counselors in providing their services is interesting to be studied from angles of sociological disciplines. An individual's behavior or actions have meaning for themselves and others. This study aimed to examine the actions of school guidance counselors in counseling activities based on the perspective of the social action concept. The research was library research. Precisely, it was a Systematic Literature Review (SLR). The SLR procedure follows the steps proposed by Francis and Baldesari. The process was conducted by collecting Guidance and Counseling article
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Dissertations / Theses on the topic "Social Action School"

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Lahana, Lewis Isaac. "The tech cafe, a social action makerspace| Middle school students as change agents." Thesis, Teachers College, Columbia University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10117068.

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<p> Makerspaces are fertile grounds for students to develop innovative products infused with STEAM principles and cross disciplinary content knowledge; build technological fluency; and support positive developmental growth. Yet, rarely do Makerspaces prioritize these outcomes. Rather, they tend to revolve around the creation of novel objects using cutting-edge technology; craftwork unhinged from their historical, social, political, or academically-relevant underpinnings; and/or the hacking of so-called &ldquo;black boxes&rdquo;. </p><p> What happens when an educator designs and implements a
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Bauer, Courtney Marie. "Critical Literacy Practices, Social Action Projects, and the Reader Who Struggles in School." Thesis, University of North Texas, 2011. https://digital.library.unt.edu/ark:/67531/metadc103287/.

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This study, conducted at an urban public school, explored the engagements of five, fourth grade, African American students who struggled with reading in school as they participated in critical literacy practices and social action projects with the assumption that critical analysis of written texts and concrete social actions were necessary for student empowerment. Using Discourse Analysis within a microethnographic framework, participants’ responses were analyzed. Early in the study, participants were hesitant to join in critical conversations about race. Over time, as participants deepened th
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Grenardo, Jennifer. "Latino Middle School Students Read to Learn Critical Literacy| Social Justice through Action Research." Thesis, Loyola Marymount University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3615963.

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<p> This action research study explored if changes in the reading curriculum, specifically implementation of critical literacy approaches that acknowledge bicultural students, increase student learning as perceived by teachers and students in a Catholic elementary school, where students have been chronically performing at the lowest level in the Archdiocese of Los Angeles. By using critical pedagogy (Darder, 1991; Freire, 1970; Giroux, 1983; Macedo, 1994; McLaren, 1988) as a theoretical framework, this action research project investigated the effective elements of critical literacy (Cadiero-Ka
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Grenardo, Jennifer. "Latino Middle School Students Read to Learn Critical Literacy: Social Justice through Action Research." Digital Commons at Loyola Marymount University and Loyola Law School, 2008. https://digitalcommons.lmu.edu/etd/207.

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This action research study explored if changes in the reading curriculum, specifically implementation of critical literacy approaches that acknowledge bicultural students, increase student learning as perceived by teachers and students in a Catholic elementary school, where students have been chronically performing at the lowest level in the Archdiocese of Los Angeles. By using critical pedagogy (Darder, 1991; Freire, 1970; Giroux, 1983; Macedo, 1994; McLaren, 1988) as a theoretical framework, this action research project investigated the effective elements of critical literacy (Cadiero-Kaplan
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Reiger, Christopher J. "From Program Recipients to Social-Change Agents: Identifying Influential Elementary School Students for Participation in School-Improvement Efforts." Miami University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=miami1313068766.

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Brown, Kevin L. "A comparison of social competencies among high school students referred for disciplinary action and nonreferred peers." Virtual Press, 2006. http://liblink.bsu.edu/uhtbin/catkey/1344197.

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Early identification of high school students at-risk for antisocial behavior and school failure is critical to reducing the number punitive consequences they may experience, as well as for lowering referral rates to special education. The identification of characteristics that are common to students accumulating disciplinary referrals for chronic or acute behavior problems can be valuable for targeting the needs of these students and developing proactive intervention strategies. Typical approaches employ deficit-based measures which describe behaviors that are regarded as problems to be elimin
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Gross, Mara. "Reflection in action : a practitioner's study of four high school students' experience in community service /." Access Digital Full Text version, 1991. http://pocketknowledge.tc.columbia.edu/home.php/bybib/11042345.

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Thesis (Ed.D)--Teachers College, Columbia University, 1991.<br>Typescript; issued also on microfilm. Sponsor: Ellen C. Lagemann. Dissertation Committee: Joann Jacullo-Noto. Includes bibliographical references (leaves 199-206).
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Saxen, Colleen Q. "A Participatory Action Research Study with One Emancipatory School Garden." Wright State University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=wright1607604443577643.

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Sarafian, Karen Marie. "What's Next? Improving an Out-of-School-Time Program for Social-Emotional Learning in an Elementary School." Scholarly Commons, 2020. https://scholarlycommons.pacific.edu/uop_etds/3688.

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Today’s elementary school students face myriad traumatic issues including poverty, violence, physical and emotional abuse, homelessness, and parental substance abuse. These adverse childhood experiences are responsible for an increased risk of academic failure and behavioral problems in childhood, adolescence, and into adulthood. Social-emotional learning (SEL) programs, provided through school and community partnerships, attempt to address these needs in both school-based and out-of-school-time (OST) learning settings. The purpose of this action research study was to examine one northern C
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Jewett, Orval Albert. "High School to College Transition Among Black Males: An Action Research Project." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4381.

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A participatory action research project involving social workers as stakeholders from high schools and the local community college in Nassau County, New York, provided the basis for an inquiry that addressed the effectiveness and implementation of clinical social work practice with Black male students transitioning to community college from high school. This study addresses how clinical social work practice may be utilized to enhance the experience of the transition process for Black male students from high school to college. Through the use of a qualitative in-depth interview process, 16 scho
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Books on the topic "Social Action School"

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Gail, Bush, ed. School libraries in action: Civic engagement, social justice, and equity introduction. American Library Association, 2009.

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Salvaggio, Salvino A. Les chantiers du sujet: Homme social et action chez le jeune Marx. L'Harmattan, 1994.

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Unit, European Social Fund Programme Evaluation. Early school leavers provision. ESF Programme Evaluation Unit, 1996.

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Lahana, Lewis. The Tech Café, A Social Action Makerspace: Middle school students as change agents. [publisher not identified], 2016.

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Florian, Alexandru R. Cunoaștere și acțiune socială. Editura Politică, 1987.

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Keller, Jan. Sociální jednání z hlediska marxistické sociologie. Univerzita J.E. Purkyně v Brně, 1988.

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Jan, Keller. Sociální jednání z hlediska marxistické sociologie. Univerzita J.E. Purkyně v Brně, 1988.

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Welbourn, Shannon. Be the change in your school. Crabtree Publishing Company, 2015.

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Stratton, Julia. How students have changed: A call to action for our children's future. American Association of School Administrators, 1995.

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Ward, Heneveld, ed. Girls and schools in Sub-Saharan Africa: From analysis to action. World Bank, 1995.

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Book chapters on the topic "Social Action School"

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Kortesoja, Matti. "Social Action as Language." In Power of Articulation. Springer Nature Switzerland, 2023. http://dx.doi.org/10.1007/978-3-031-33077-3_5.

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AbstractStructuralists considered language to be a system of differences that overdetermines the action of individuals in such a manner that subjects are thereby constituted unconsciously. Deconstruction of the structural-Marxist or Althusserian paradigm, in turn, has considered social change in terms of the struggle for hegemony by also taking input from psychoanalysis. The latter project developed into discourse theory and political analysis in the tradition of the Essex school. In that school’s stream of post-Marxistrelational thought, discursive practices came to the fore. Its discussion b
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Varghese, Preeti. "Scaffolding friendships and social relationships in a primary school in England." In Action Research for Inclusive Education. Routledge, 2019. http://dx.doi.org/10.4324/9781351048361-5.

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Anderson, Gary L., and Erika Bernabei Middleton. "LeaderPAR: A Participatory Action Research Framework for School and Community Leadership." In International Handbook of Educational Leadership and Social (In)Justice. Springer Netherlands, 2013. http://dx.doi.org/10.1007/978-94-007-6555-9_16.

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Gal, Iddo, Jim Ridgway, James Nicholson, and Joachim Engel. "Implementing Civic Statistics: An Agenda for Action." In Statistics for Empowerment and Social Engagement. Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-20748-8_4.

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AbstractThe first three chapters of this book have identified societal demands for understanding Civic Statistics (Chap. 1), described specific features of the statistical and mathematical information citizens receive about civic issues (Chap. 2), and mapped out the facets and tools (skills, knowledge, mental and motivational tools) needed to critically understand such statistical and mathematical information about society (Chap. 3). The present chapter examines issues that are essential for promoting necessary changes in the teaching and learning of Civic Statistics, which are needed for empo
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de los Ríos, Cati V., Jorge López, and Ernest Morrell. "Critical Ethnic Studies in High School Classrooms: Academic Achievement via Social Action." In Race, Equity, and Education. Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-23772-5_9.

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Giacomucci, Scott. "Sociometric Social Work with Communities." In Social Work, Sociometry, and Psychodrama. Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-33-6342-7_18.

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AbstractThis chapter uncovers Moreno’s often overlooked contributions to community practice through his sociometric approaches. His early work with communities is presented including in refugee camps, prisons, a reform school, and his psychiatric hospital. Brief introductions to social work with communities, therapeutic communities, and the Sanctuary Model are included. Multiple action-based sociometry processes are described with their utility for use in diverse community settings and example prompts. Sociometry processes depicted include spectrograms, locograms, floor checks, step-in sociome
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Armbrüster, Christian, and Matthias D. Witte. "Outdoor School in Germany. Theoretical Considerations and Empirical Findings." In High-Quality Outdoor Learning. Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-04108-2_19.

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AbstractThis article presents for the first time in a systematic summary the key theoretical considerations and empirical findings from a three-year-long longitudinal research project which examined ‘outdoor school’ in Germany from multiple perspectives. The study uses the following four parameters to discuss the merits and shortcomings of outdoor school: the structural characteristics of the approach (1), social, material and temporal changes (2), pedagogical thought and action (3), and children’s agency (4). The findings indicate that outdoor school deserves to occupy a rightful place among
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McLean, Chris. "School Citizen Assemblies: Developing Educational Ecosystems of Civic Engagement, Action and Social Change." In Preparing for a Sustainable Future. Springer Nature Singapore, 2023. http://dx.doi.org/10.1007/978-981-99-2456-1_9.

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Saraví, Gonzalo A. "The Pandemic Effects on Sociability and Well-being of Low-Income Adolescents in Mexico." In Social Indicators Research Series. Springer Nature Switzerland, 2024. http://dx.doi.org/10.1007/978-3-031-63440-6_8.

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AbstractThis chapter analyzes the relationship between adolescent mental health and the effects of the COVID-19 pandemic on youth sociability. The focus is on three spheres of sociability: peer interaction, family life, and urban experience. The main findings show the relevance of face-to-face sociability in this period of life, and how its disruption had a significant effect on the socioemotional well-being of young people. Mexico has been one of the countries with the longest school closure in the world (almost 2 years) which has dealt a critical blow to youth social life. The analysis is ba
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Windsor, Sally, and Karin Kers. "Teaching Social Sustainability and About Sweden’s Sami Peoples in Senior Secondary School." In Springer Polar Sciences. Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-030-97460-2_10.

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AbstractThis chapter outlines an action research project conducted in a Social Studies classroom in a Senior Secondary School in South Sápmi, Sweden. The teacher researcher had noted that despite some of the students identifying as Sami, there was a lack of awareness about Sami history and culture, and that when Sami peoples were referred to it was often in discriminatory and derogatory terms. The unit of lessons aimed to increase the students’ knowledge of Sami life both historically and presently, and awareness of how prejudice and stereotyping are used to ‘other’ certain groups to justify e
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Conference papers on the topic "Social Action School"

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Yuan, Hang. "On Knowledge-action School-enterprise Cooperation New Mode." In 2015 3rd International Conference on Education, Management, Arts, Economics and Social Science. Atlantis Press, 2016. http://dx.doi.org/10.2991/icemaess-15.2016.56.

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MIHĂILESCU, Natalia, and Maria COVALENCO. "Organizing the process of criterion assessment through descriptors for the discipline of romanian language and literature in primary education." In International congress "Research-Innovation-Inovative Entreneurship". Ion Creangă Pedagogical State University, 2024. https://doi.org/10.46727/c.13-14-10-2023.p156-166.

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Evaluation plays a very important role in pedagogical activity. It is the process by which educational sequences are validated, but also a means of delimiting, fixing and intervening on educational contents and objectives. The main purpose of assessing the obtained school competences is the correction and continuous improvement of the teaching-learning process. As an action integrated into the educational process, evaluation is primarily a pedagogical action, having formative actions and involving objectives, methods, techniques and means specific to educational action, so that the pedagogical
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Guarcello, Emanuela. "The Reflective Action Of The Project STEREO: Sport, School And Social Injustice." In AERA 2024. AERA, 2024. http://dx.doi.org/10.3102/ip.24.2107074.

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Guarcello, Emanuela. "The Reflective Action of the Project STEREO: Sport, School, and Social Injustice." In 2024 AERA Annual Meeting. AERA, 2024. http://dx.doi.org/10.3102/2107074.

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Wang, Shun-Ho. "The Difficulties and Solutions of Primary School Teachers' Action Research." In Proceedings of the 2nd International Conference on Contemporary Education, Social Sciences and Ecological Studies (CESSES 2019). Atlantis Press, 2019. http://dx.doi.org/10.2991/cesses-19.2019.62.

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Razzak, Nina Abdul. "AN OVERVIEW OF THE CHAPTER �LEADING AND MANAGING ACTION RESEARCH FOR SCHOOL IMPROVEMENT: THE CASE OF BAHRAINI SCHOOLS�." In 2nd International Multidisciplinary Scientific Conference on Social Sciences and Arts SGEM2015. Stef92 Technology, 2015. http://dx.doi.org/10.5593/sgemsocial2015/b12/s3.076.

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DOBRILA, Mirela Carmen, and Constantin NECULAU. "The National Program School after School- Factual and Conceptual Premises. Educational and Legal Perspectives." In 12th LUMEN International Scientific Conference Rethinking Social Action. Core Values in Practice RSACVP 2019, 15-17 May 2019, Iasi, Romania. LUMEN Publishing house, 2019. http://dx.doi.org/10.18662/lumproc.156.

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Liu, Wenyan. "Action Research on Improving the Interaction of Middle School Chinese Class." In Proceedings of the 5th Annual International Conference on Social Science and Contemporary Humanity Development (SSCHD 2019). Atlantis Press, 2019. http://dx.doi.org/10.2991/sschd-19.2019.25.

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Alonso-Monasterio, Pau, and Laura Uixera Cotano. "Community School Museums as a tool for education." In HERITAGE2022 International Conference on Vernacular Heritage: Culture, People and Sustainability. Universitat Politècnica de València, 2022. http://dx.doi.org/10.4995/heritage2022.2022.15054.

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Community Schools Museums (COSMUS) is an initiative that has been developing an approach to school education from a perspective of multi-dimensional diversity, creativity and community involvement under the Erasmus+ programme in six different countries (Portugal, Greece, Italy, Romania, Poland and Turkey) and in different kinds of schools (arts, music, primary school, high school, VET).This initiative, relies on different educational and multicultural principles, such as the European Youth Charter on Inclusion and Diversity in Education or the European Education Area, and uses a combination of
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SALCEANU, Claudia, and Raluca Silvia MATEI. "The Educational Failure in an International School." In 8th LUMEN International Scientific Conference Rethinking Social Action. Core Values in Practice | RSACVP 2017 | 6-9 April 2017 | Suceava – Romania. LUMEN Publishing House, 2017. http://dx.doi.org/10.18662/lumproc.rsacvp2017.69.

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Reports on the topic "Social Action School"

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Russell, Christina A. Centering Wellbeing: Advancing Social Emotional Learning for All. Digital Promise, 2023. http://dx.doi.org/10.51388/20.500.12265/177.

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The Working Group on Social Emotional Learning (SEL) and Learning Differences was launched in 2021 as an initiative of the Global Cities Education Network (GCEN). Fourteen school districts each worked to implement a unique action plan designed to strengthen SEL supports in their district, including for students with learning differences. Districts drew on expertise and resources shared in the working group and adapted the strategies to meet their needs. The learning centered on deep dives into two international school systems: a virtual site visit to Surrey Schools (British Columbia, Canada) a
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Bunse, Simone, Caroline Delgado, and Marie Riquier. Towards Humanitarian Action that Intentionally Promotes Peace in South Sudan. Stockholm International Peace Research Institute, 2024. http://dx.doi.org/10.55163/rdez3422.

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Humanitarian action that promotes peace and addresses the causes of conflict is vital for food security and community resilience in South Sudan. In Upper Nile state, the South Sudan Red Cross (SSRC) has the potential to promote peaceful coexistence and social cohesion, although the peace impacts of its Humanitarian Response (HR) Project are currently unintentional. This paper proposes four theories of change for intentional peacebuilding: The first relates to livelihood opportunities and keeping children in school. The second concerns the connectedness between diverse ethnicities and communiti
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Banda, Tikulirekuti, Hanna Woldemeskel, Rachel James, and Ginger A. Johnson. From data to action: How findings from an interagency rapid qualitative assessment are stimulating action to support drought-affected communities in Zambia. Institute of Development Studies, 2024. http://dx.doi.org/10.19088/sshap.2024.043.

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The Republic of Zambia is one of several countries in the Eastern and Southern Africa region that has been grappling with multiple concurrent emergencies that have affected the health and safety of the population. In February 2024, a national state of emergency was declared in Zambia due to a severe and prolonged drought affecting over half of the country. These emergencies have adversely affected women and children who are especially vulnerable to diseases, malnutrition and violence. In response, the Collective Service – an interagency partnership between UNICEF, the World Health Organization
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Palmer, Jennifer, and Diane Duclos. Key Considerations: Community-Based Surveillance in Public Health. Institute of Development Studies, 2023. http://dx.doi.org/10.19088/sshap.2023.010.

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Recent large-scale epidemics and pandemics have demonstrated the importance of engaging communities as partners in preventing, detecting and responding to public health emergencies. Community-based surveillance (CBS), which relies on communities to report public health information, can be an important part of effective, inclusive and accountable responses to humanitarian and public health emergencies, as well as long-term disease control. This brief offers key considerations for CBS programming to guide policymakers, public health officials, civil society organisations, health workers, researc
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Battersby, Jane, Keren Ben-Zeev, Nomonde Buthelezi, et al. What's cooking? Adding critical feminist research to the pot - Community kitchens, school feeding programmes, and savings schemes in Cape Town, Nairobi, and Ouagadougou. TMG Research gGmbH, 2022. http://dx.doi.org/10.35435/2.2022.8.

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TMG’s Urban Food Futures programme closes its scoping phase with a series of reports summarising the main insights lying the foundation for the next phase of action research. Grounded in the right to food and the six dimensions of food security, this working paper explores how community kitchens, school feeding programmes, and informal saving schemes work and how communities use them to cope with shocks. The paper investigates how vulnerable urban communities in Ouagadougou, Nairobi, and Cape Town use these three components to combat hunger and food insecurity in times of crises such as the Co
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Schmidt-Sane, Megan, Tabitha Hrynick, Elizabeth Benninger, Janet McGrath, and Santiago Ripoll. The COVID-19 YPAR Project: Youth Participatory Action Research (YPAR) to Explore the Context of Ethnic Minority Youth Responses to COVID-19 Vaccines in the United States and United Kingdom. Institute of Development Studies, 2022. http://dx.doi.org/10.19088/ids.2022.072.

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Despite progress in COVID-19 vaccination rates overall in the US and UK, vaccine inequity persists as young people from minoritised and/or deprived communities are often less likely to be vaccinated. COVID-19 ‘vaccine hesitancy’ is not just an issue of misinformation or lack of information. ‘Vaccine hesitancy’ among young people is reflective of wider issues such as mistrust in the state or the medical establishment and negative experiences during the pandemic. This report is based on case study research conducted among young people (ages 12-18) in Cleveland, Ohio, US and the London borough of
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Palmer, Jennifer, and Diane Duclos. Considérations Clés : Surveillance à Base Communautaire dans le Domaine de la Santé Publique. Institute of Development Studies, 2023. http://dx.doi.org/10.19088/sshap.2023.014.

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Les récentes épidémies et pandémies à grande échelle ont démontré l’importance d’engager les communautés en tant que partenaires pour prévenir, détecter et répondre aux situations d’urgence sanitaire. La surveillance à base communautaire (SBC), qui s’appuie sur les communautés pour communiquer des informations en matière de santé publique, peut constituer un élément essentiel pour la mise en œuvre d’interventions efficaces, inclusives et responsables dans les situations d’urgence humanitaire et de santé publique, ainsi que dans le cadre de la lutte à long terme contre les maladies. Cette note
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Adleh, Fadi, and Diane Duclos. Key Considerations: Supporting ‘Wheat-to-Bread’ Systems in Fragmented Syria. SSHAP, 2022. http://dx.doi.org/10.19088/sshap.2022.027.

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Since the end of 2021, the food crisis in Syria has worsened. Humanitarian agencies working in Syria, as well as other experts, have warned the food crisis could rapidly lead to famine unless immediately addressed. This brief describes the social and political dimensions of food insecurity in Syria. It provides insights into how territorial fragmentation affects wheat-to-bread systems, outlines key threats to wheat production, and sets out key considerations for the humanitarian sector, researchers, and donors responding to the crisis. Sources for this brief include published papers, reports,
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Hayashi, Ryotaro, David Raitzer, Xylee Javier, and Milan Thomas. Assessment of Changes in Secondary School Learning Outcomes in Post-COVID-19 Bhutan. Asian Development Bank, 2023. http://dx.doi.org/10.22617/brf23329-2.

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Bhutan’s schools maintained their relatively strong performance during the pandemic as access to remote learning, the opening of boarding facilities, and moves to prioritize education for secondary school pupils prevented performance gaps widening. This brief shows how Bhutan tried to minimize the impact of school closures on students, provided social safety nets to vulnerable households, and offered a mix of remote learning methods including television and internet. Analyzing exam grades for the Dzongkha national language, English, and science, it shows how the compensatory actions and steps
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Alan, Sule. Skills for Life: Social Skills for Inter-Ethnic Cohesion. Inter-American Development Bank, 2021. http://dx.doi.org/10.18235/0003207.

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Social skills are essential to building empowered and cohesive communities in ethnic diversity. In a world with massive population movements and growing anti-immigrant sentiments, schools stand out as important platforms to instill key social skills into our children to build inter-ethnic cohesion. Achieving this requires the implementation of rigorously tested educational actions. This brief provides the evaluation results of a particular educational program that was implemented in a high-stakes context where the ethnic composition of schools changed abruptly due to a massive refugee influx.
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