Suchergebnisse

A research collaboration between the The Open University, the University of Adelaide and the BBC World Service Trust (WST), this book is a first-of-its-kind initiative that offers a window into the social and media worlds that typically remain closed to academic inquiry. This book offers unprecedented insights into the production and consumption of a range of popular radio and television drama serials, broadcast in places as diverse as Afghanistan, Burma, Cambodia, Nepal, Pakistan, India, Nigeria and Rwanda. It brings into dialogue the perspectives of the creative teams who make 'dramas for development', the donors who pay for them, and the audiences who consume them. It also highlights the crucial role of audience research as a tool for making drama and as a resource for translating cultures.

Clammer, John. 2012: Cultural, Development and Social Theory: Towards an Integrated Social Development. London: Zed Books. viii + 291 pp. £18.99 paperback. ISBN: 9781780323145.

This paper discusses the role of cultural artifacts or tools in cognitive development. It examines how social interaction with more experienced partners helps children learn how to use tools that support thinking. Of particular interest is how children come to understand and use external representations, such as plans, to guide action. The discussion is illustrated by a study in which 4- to 5- and 6- to 7-year-old children and their mothers were observed as they constructed a toy by following a step-by-step action plan. The view is expressed that in order to understand cognitive development it is important to examine thinking and its development in relation to the cultural tools that support much of the intelligent action in which humans engage.

A systematic view of developments in the studies of soc & cultural change roughly between 1960 & 1965. An important part of the analysis is concerned with 4 major works that have appeared during this period by Everett Hagan (see SA 0715/ A9599), Leonard Doob (see SA 0715/B6015), Charles Erasmus (MAN TAKES CONTROL, Minneapolis: U of Minnesota Press, 1961), & Ward Goodenough (COOPERATION IN CHANGE, Russell Sage Foundation, 1963). Much of the conceptual advances as well as the shortcomings of work in the field are revealed in these 4 books. The remainder of the nearly 100 items included in this review are org'ed under the following subheadings: Ur'ization & Change; Stability & Cultural Change; Migration, Enclavement & Identity; Technological Change & Development; Acculturation Studies; & Vales & Change. Part of the problem in conceiving culture change or dynamics as a specific domain for investigation can be seen to derive from the extraordinary range of substantive concerns which it embraces & the range of psychol'al, sociol'al & cultural theory by which it must be informed. AA.

This research set out to examine the development of cultural competence as a concept, education tool, and practice model in social work. A narrative review was utilized to analyze data collected from articles and primary documents retrieved from scholarly and archival databases. Cultural competence (formerly known as diversity education or practice) was analyzed through a historical and theoretical lens to provide context for its current functioning in social work practice and education today. This research examined social, political, and academic influences on the development and conceptualization of cultural competence as it appears in the National Association of Social Workers and Council on Social Work Education policy statements and standards. The findings indicated that social work has been largely reactionary to external social and political influences in its development of policy and curriculum when it comes to cultural competence. Future research on cultural competence development in social work should focus on social worker's perspectives in engaging with the cultural competence model and a critical examination of its implementation and outcomes.