Suchergebnisse

Marcia Chatelain. 2015. Southside Girls: Growing Up in the Great Migration. Durham, NC: Duke University Press.

In the study on which this article is based, I examine the correlation between the number of Black girls in leadership programs and the number of Black female leaders in nonprofit organizations. I carried out research on Black girl leadership to understand the shortcomings of programs meant to teach Black girls appropriate leadership skills and I conducted interviews with female leaders to determine the hurdles faced by Black women trying to obtain leadership roles in the nonprofit sector. My findings show that there is a disconnect between Black and white women in leadership roles and that impediments for Black women affect leadership prospects for Black girls. This article is a call to create an activist model that supports the professional trajectories of Black girls.

Nazera Sadiq Wright. 2016. Black Girlhood in the Nineteenth Century. Urbana, University of Illinois Press.Black girls have a history of resilience. Nazera Sadiq Wright, in Black Girlhood in the Nineteenth Century (2016), analyzes accounts of the experiences of black girls from what she refers to as "youthful" girlhood to the conscious or "prematurely knowing" (44) age of 18. Setting out to recover overlooked accounts of black girlhood during the nineteenth century, a tumultuous epoch of transition for the black community, Wright uses contemporaneous literary and visual texts such as black newspapers, novels, poetry, and journals to reconstruct this lost narrative. By engaging in a close reading of these texts, in which black people, emerging from slavery, communicated with each other about personal and community goals, Wright examines the ways in which the instruction of black girls operated in between the lines of literature to convey codes of conduct to the black community. She argues that with the emergence of literature written by and for black women, the role of the black girl morphed from docile homemaker to resilient heroine for herself and her people. In discussing this more complex role, Wright does not deny that black girls were vulnerable to multiple forms of violence and hurt, but does point to a more nuanced experience. Black Girlhood in the Nineteenth Century is an intervention into the African American literary canon, filling in many of the gaps in the lost history of black girlhood, making it an essential text for those "who care" (22) about black girls as they engage in the process of rewriting and redeeming the narratives of an often-forgotten
population.

Anxieties associated with global conflict surround youth and ideological narratives mediating these conflicts can be seen in the popular media youth consume. This investigation uses contemporary cultural-theoretical conceptualizations of ideology to analyze several important popular screen-based cultural artifacts created for youth consumption to determine how young audiences are invited into the ideoscapes and discourses of global politics in the age of the "war on terror." The analysis shows that these youth-oriented media artifacts script fundamental understandings of conflict and provide schema in which young viewers can orient themselves in relation to global Others, while also setting the matrix of intelligibility within which global politics itself becomes coherent. In addition, these popular cultural texts undertake an innovation of familiar Orientalisms, inviting young people to identify with an aggressive defense of the West and serving as an ideological support for the United States in the context of ongoing global conflicts.

Franz Fanon poignantly argued that trauma is both an act and a memory of wounding that haunts subjects of violence. Addressing geographies of trauma, and the way that trauma is treated in the discipline of geography, is a matter of both theoretical and practical importance for critical human-environment scholars. However, discussions about uneven and ongoing geographies of trauma and violence – particularly in ways that enroll researchers themselves as agents within these landscapes – have been limited among political ecologists. When broached, these conversations are sometimes short-circuited by post-racial liberalism, whiteness or Eurocentricity, and academic respectability politics. This risks the continuance of logics that separate "researchers" from "communities" and lionize representational commitments to justice over material practices of transformation. In this article, we interrogate some of the theoretical and personal implications for political ecologists working with the legacies of dispossession, disruption, displacement and death. We draw on a wide collective of scholarship on haunting, hope, and geographies of trauma as well as our current work as geographers and educators. In the process, we build an argument for an approach that encourages unsettling, uncomfortable, and generative conversations about and beyond trauma. We end with three suggestions for engaging more substantively with the traumatic fallout that has long been at the center of political ecology.

Introduction
People with serious mental illness experience grave disparities in cardiovascular disease risk factors. To promote scale-up of effective cardiovascular disease risk reduction interventions from clinical trials, it is important to involve end-users in adapting interventions to fit the needs of community-based settings.


Objective
We describe a novel, theory-informed process of garnering community input to adapt IDEAL Goals, an evidence-based intervention for improving cardiovascular disease risk factors in persons with serious mental illness.


Setting
Outpatient community mental health programs in Maryland and Michigan implementing behavioral health homes, which provide enhanced support to people living with both physical and mental illnesses.


Participants
Clinicians, frontline staff, and administrators from community mental health organizations and persons with serious mental illness.


Methods
Our approach to community engagement is based on the Replicating Effective Programs (REP) framework. During the REP preimplementation phase, we used 2 community engagement activities: (1) a "needs assessment" to identify anticipated implementation barriers and facilitators, and (2) "community working groups" to collaboratively engage with end-users in adapting the intervention and implementation strategies.


Main Findings
We used the Stakeholder Engagement Reporting Questionnaire to describe our processes for conducting a needs assessment, involving site-level surveys (N=26) and individual interviews (N=94), and convening a series of community working groups with clinicians and staff (mean, 24 per meeting) and persons with serious mental illness (mean, 8 per meeting).


Conclusions
By specifying the nature and extent of our community engagement activities, we aim to contribute to the evidence base of how to better integrate and measure community-engaged processes in the adaptation of evidence-based interventions.