This document summarizes and reflects on the author's personal experience as a "worker writer" and grassroots activist in the Federation of Worker Writers and Community Publishers (FWWCP) in the UK. The FWWCP was made up of cooperative publishers and workshops that produced narratives and writings about ordinary people's lives in Britain. The author relates these experiences to occupational therapy's focus on the meaning of occupations. He uses heuristic methods to reflect on how this community activism through cultural activities connects to concepts of occupation. The paper explores how this writing captured issues of social class and political consciousness not often discussed in occupational therapy literature. It concludes there is a need to better understand the cultural basis of occupation through exploring autobiographical and community writing.
007 Essay Format Apa Example ~ Thatsnotus. 005 Essay Example Apa Format 6th Edition Template ~ Thatsnotus. Formatting an APA title page | EasyBib. 005 Apa Format Essay Example Sample New How To Write Response Paper .... 007 Essay Example Best Solutions Of Apa Format Sample Name Essays .... Conventional Language: Sample APA essay with notes. College Paper Apa Headers Format / Apa Style Research Paper Example Pdf .... APA Essay Help with Style and APA College Essay Format. APA Thesis Writing Help. Apa College Paper Format : FREE 6+ Sample APA Format Title Page .... Apa essay format derive the best studybay. Short Essay College Apa Format Paper - 001 Apa Short Essay Format .... 006 Apa Essay Format Example Paper Template ~ Thatsnotus. sample apa essay paper. APA Format for Academic Papers and Essays [Template]. Sample Apa Essay Paper – APA Style Essay: Formatting Rules. How to write conclusion of essay in apa Henderson. 001 Apa Short Essay Format Example Paper Template ~ Thatsnotus. APA Essay Template sample, Bookwormlab. 021 Essay Example Apa ~ Thatsnotus. Apa Format Guidelines Shop Clearance, Save 70% | jlcatj.gob.mx. Sample APA Essay Paper Writing Service - Expert Writers. Sample of essay in apa format - Common Style. 010 Essay Example Apa Format Examples Sample L ~ Thatsnotus. How To Cite References In Essay Apa | PDF Apa Format Essays
Examples Of Thesis Statements For Narrative Essays.pdfSusan Ramos
How To Write A Thesis Statement (with Useful Steps and Tips) • 7ESL. 006 Personal Narrative Essay Examples Wwwgalleryhipcom Example L Thesis .... Personal Narrative Thesis Statements. 003 Mla Format Narrative Essay Example Inspirationa Report Template For .... Pin on Narrative Essay. ShowMe - writing a thesis statement. 004 Thesis Statement For Narrative Essay Example ~ Thatsnotus. Reflective Essay: How to write a thesis statement for a personal narrative. 009 Essay Example Thesis Statement For Narrative ~ Thatsnotus. 33+ Thesis Statement Examples Narrative Essays Image - Exam. Narrative essay with thesis statement. Writing a Narrative Essay. Narrative Essay Thesis Statement Examples - Thesis Title Ideas for College. How to Write a Thesis for a Narrative Essay | Synonym - What is thesis .... 45 Perfect Thesis Statement Templates (+ Examples) ᐅ TemplateLab. UNTOWL Narrative Essays Example With Thesis Statement | Essays | Narrative. 002 Thesis Statement For Narrative Essay Example ~ Thatsnotus. Thesis Statement Examples and Samples For Essay and Research Papers .... 007 Thesis Statement For Narrative Essay Example ~ Thatsnotus. 100+ Thesis Statement Examples for Narrative Essay, How to Write, Tips .... 006 Essay Example Thesis Statement Examples For Essays ~ Thatsnotus. Step-by-Step Guide How to Write Narrative Essay (2023 Update). What Is The Thesis Statement? Examples of Thesis Statements Table of .... Narrative essay: Narrative statement example. 15 Thesis Statement Examples to Inspire Your Next Argumentative Essay .... Fascinating Narrative Essay Thesis ~ Thatsnotus. How to write a thesis statement for narrative essay - How to Write a .... PPT - Personal Narrative Essay PowerPoint Presentation, free download .... Narrative Essay Thesis Statement Examples - How to make a thesis .... Descriptive essay: Thesis statement examples for narrative essays. Personal Narrative Essay Example Lovely Personal Training Expert ... Examples Of Thesis Statements For Narrative Essays
Introductory Principles of Social Work Research Bruce A.TatianaMajor22
Introductory Principles
of Social Work Research
Bruce A. Thyer
The scientific approach to unsolved problems is the only one which contains any
hope of learning to deal with the unknown.
A
-Bertha Capen Reyno lds (1942, p . 20)
n emphasis on the value of scientific research has always characterized
professional social work education and practice. Indeed, this emphasis is
one of the hallmarks that distinguishes genuinely "professional" services
from other forms of private/public philanthropy and charity and the
provision of social care motivated by religious, familial, altruistic, or
philosophical reasons. In the history of social work in )Jorth America and
Great Britain, as well as in other European nations, the system of poor laws and other rel-
atively unsystematic attempts to care for the destitute gave rise during the latter part of
the 19th century to an orientation labeled scientific philanthropy. Coincident with the
emergence of "friendly visiting;' settlement houses, formalized academic train ing, and
ot her prec ursors to the professionalization of social work, the development of charitable
se rvices gui ded h y a sc ienti fic orienta ti o n has evolved to the present day.
Social work historian John Graham provides a good case study o n a To ronto charity
hom e for women called The Haven, established in 1878 by re li gio us elites, that gra dually
made Lhe tra nsition Lo a rn o re secularl y o riented and p rofess ional service. Gr aham (l.992)
describes the completion of this tra nsition in 1927 ::is follows:
Profess ional social work, therefore, had been firm ly installed at The Haven, and the
last vestiges of the benevolent philanthropy of the nineteenth century were aban-
doned. A growing sense of professional identity moreover demanded a strict delin-
eation bet.ween the social worker and the social agency volunteer. Differentiating the
former from the latter was a scientific knowledge base and specialized skills which
were the social worker's alone. (p. 304, italics added)
Such a transition can be said to characterize the. majority of social work programs across
orth America by the early part of the 20th century. Currently, one widely used definition
of social work can be found in The Social Work Dictionary published by the N'ational
Association of Social Workers- "the applied science of helping people achieve an effective
2 THE HANDBOOK OF S OCIAL WORK R ESEARCH M ETHODS
le\rel of psychosocial function and effecting societal changes to enhance the well-being of
all people" (Ril rker, 2003, p. 408, italics added). Many states further defme the practice of
clinical social work, and Florida's definition provides a representative examp le of the inter-
connec tedness of social work and science: "The ' practice of clinical social work' is defined
as the use of scientific and applied knowledge, theories and methods for the purp oses of
describing, preventing, evaluating, and treating, i ...
Introductory Principles of Social Work Research Bruce A..docxvrickens
Introductory Principles
of Social Work Research
Bruce A. Thyer
The scientific approach to unsolved problems is the only one which contains any
hope of learning to deal with the unknown.
A
-Bertha Capen Reyno lds (1942, p . 20)
n emphasis on the value of scientific research has always characterized
professional social work education and practice. Indeed, this emphasis is
one of the hallmarks that distinguishes genuinely "professional" services
from other forms of private/public philanthropy and charity and the
provision of social care motivated by religious, familial, altruistic, or
philosophical reasons. In the history of social work in )Jorth America and
Great Britain, as well as in other European nations, the system of poor laws and other rel-
atively unsystematic attempts to care for the destitute gave rise during the latter part of
the 19th century to an orientation labeled scientific philanthropy. Coincident with the
emergence of "friendly visiting;' settlement houses, formalized academic train ing, and
ot her prec ursors to the professionalization of social work, the development of charitable
se rvices gui ded h y a sc ienti fic orienta ti o n has evolved to the present day.
Social work historian John Graham provides a good case study o n a To ronto charity
hom e for women called The Haven, established in 1878 by re li gio us elites, that gra dually
made Lhe tra nsition Lo a rn o re secularl y o riented and p rofess ional service. Gr aham (l.992)
describes the completion of this tra nsition in 1927 ::is follows:
Profess ional social work, therefore, had been firm ly installed at The Haven, and the
last vestiges of the benevolent philanthropy of the nineteenth century were aban-
doned. A growing sense of professional identity moreover demanded a strict delin-
eation bet.ween the social worker and the social agency volunteer. Differentiating the
former from the latter was a scientific knowledge base and specialized skills which
were the social worker's alone. (p. 304, italics added)
Such a transition can be said to characterize the. majority of social work programs across
orth America by the early part of the 20th century. Currently, one widely used definition
of social work can be found in The Social Work Dictionary published by the N'ational
Association of Social Workers- "the applied science of helping people achieve an effective
2 THE HANDBOOK OF S OCIAL WORK R ESEARCH M ETHODS
le\rel of psychosocial function and effecting societal changes to enhance the well-being of
all people" (Ril rker, 2003, p. 408, italics added). Many states further defme the practice of
clinical social work, and Florida's definition provides a representative examp le of the inter-
connec tedness of social work and science: "The ' practice of clinical social work' is defined
as the use of scientific and applied knowledge, theories and methods for the purp oses of
describing, preventing, evaluating, and treating, i ...
007 Essay Format Apa Example ~ Thatsnotus. 005 Essay Example Apa Format 6th Edition Template ~ Thatsnotus. Formatting an APA title page | EasyBib. 005 Apa Format Essay Example Sample New How To Write Response Paper .... 007 Essay Example Best Solutions Of Apa Format Sample Name Essays .... Conventional Language: Sample APA essay with notes. College Paper Apa Headers Format / Apa Style Research Paper Example Pdf .... APA Essay Help with Style and APA College Essay Format. APA Thesis Writing Help. Apa College Paper Format : FREE 6+ Sample APA Format Title Page .... Apa essay format derive the best studybay. Short Essay College Apa Format Paper - 001 Apa Short Essay Format .... 006 Apa Essay Format Example Paper Template ~ Thatsnotus. sample apa essay paper. APA Format for Academic Papers and Essays [Template]. Sample Apa Essay Paper – APA Style Essay: Formatting Rules. How to write conclusion of essay in apa Henderson. 001 Apa Short Essay Format Example Paper Template ~ Thatsnotus. APA Essay Template sample, Bookwormlab. 021 Essay Example Apa ~ Thatsnotus. Apa Format Guidelines Shop Clearance, Save 70% | jlcatj.gob.mx. Sample APA Essay Paper Writing Service - Expert Writers. Sample of essay in apa format - Common Style. 010 Essay Example Apa Format Examples Sample L ~ Thatsnotus. How To Cite References In Essay Apa | PDF Apa Format Essays
Examples Of Thesis Statements For Narrative Essays.pdfSusan Ramos
How To Write A Thesis Statement (with Useful Steps and Tips) • 7ESL. 006 Personal Narrative Essay Examples Wwwgalleryhipcom Example L Thesis .... Personal Narrative Thesis Statements. 003 Mla Format Narrative Essay Example Inspirationa Report Template For .... Pin on Narrative Essay. ShowMe - writing a thesis statement. 004 Thesis Statement For Narrative Essay Example ~ Thatsnotus. Reflective Essay: How to write a thesis statement for a personal narrative. 009 Essay Example Thesis Statement For Narrative ~ Thatsnotus. 33+ Thesis Statement Examples Narrative Essays Image - Exam. Narrative essay with thesis statement. Writing a Narrative Essay. Narrative Essay Thesis Statement Examples - Thesis Title Ideas for College. How to Write a Thesis for a Narrative Essay | Synonym - What is thesis .... 45 Perfect Thesis Statement Templates (+ Examples) ᐅ TemplateLab. UNTOWL Narrative Essays Example With Thesis Statement | Essays | Narrative. 002 Thesis Statement For Narrative Essay Example ~ Thatsnotus. Thesis Statement Examples and Samples For Essay and Research Papers .... 007 Thesis Statement For Narrative Essay Example ~ Thatsnotus. 100+ Thesis Statement Examples for Narrative Essay, How to Write, Tips .... 006 Essay Example Thesis Statement Examples For Essays ~ Thatsnotus. Step-by-Step Guide How to Write Narrative Essay (2023 Update). What Is The Thesis Statement? Examples of Thesis Statements Table of .... Narrative essay: Narrative statement example. 15 Thesis Statement Examples to Inspire Your Next Argumentative Essay .... Fascinating Narrative Essay Thesis ~ Thatsnotus. How to write a thesis statement for narrative essay - How to Write a .... PPT - Personal Narrative Essay PowerPoint Presentation, free download .... Narrative Essay Thesis Statement Examples - How to make a thesis .... Descriptive essay: Thesis statement examples for narrative essays. Personal Narrative Essay Example Lovely Personal Training Expert ... Examples Of Thesis Statements For Narrative Essays
Introductory Principles of Social Work Research Bruce A.TatianaMajor22
Introductory Principles
of Social Work Research
Bruce A. Thyer
The scientific approach to unsolved problems is the only one which contains any
hope of learning to deal with the unknown.
A
-Bertha Capen Reyno lds (1942, p . 20)
n emphasis on the value of scientific research has always characterized
professional social work education and practice. Indeed, this emphasis is
one of the hallmarks that distinguishes genuinely "professional" services
from other forms of private/public philanthropy and charity and the
provision of social care motivated by religious, familial, altruistic, or
philosophical reasons. In the history of social work in )Jorth America and
Great Britain, as well as in other European nations, the system of poor laws and other rel-
atively unsystematic attempts to care for the destitute gave rise during the latter part of
the 19th century to an orientation labeled scientific philanthropy. Coincident with the
emergence of "friendly visiting;' settlement houses, formalized academic train ing, and
ot her prec ursors to the professionalization of social work, the development of charitable
se rvices gui ded h y a sc ienti fic orienta ti o n has evolved to the present day.
Social work historian John Graham provides a good case study o n a To ronto charity
hom e for women called The Haven, established in 1878 by re li gio us elites, that gra dually
made Lhe tra nsition Lo a rn o re secularl y o riented and p rofess ional service. Gr aham (l.992)
describes the completion of this tra nsition in 1927 ::is follows:
Profess ional social work, therefore, had been firm ly installed at The Haven, and the
last vestiges of the benevolent philanthropy of the nineteenth century were aban-
doned. A growing sense of professional identity moreover demanded a strict delin-
eation bet.ween the social worker and the social agency volunteer. Differentiating the
former from the latter was a scientific knowledge base and specialized skills which
were the social worker's alone. (p. 304, italics added)
Such a transition can be said to characterize the. majority of social work programs across
orth America by the early part of the 20th century. Currently, one widely used definition
of social work can be found in The Social Work Dictionary published by the N'ational
Association of Social Workers- "the applied science of helping people achieve an effective
2 THE HANDBOOK OF S OCIAL WORK R ESEARCH M ETHODS
le\rel of psychosocial function and effecting societal changes to enhance the well-being of
all people" (Ril rker, 2003, p. 408, italics added). Many states further defme the practice of
clinical social work, and Florida's definition provides a representative examp le of the inter-
connec tedness of social work and science: "The ' practice of clinical social work' is defined
as the use of scientific and applied knowledge, theories and methods for the purp oses of
describing, preventing, evaluating, and treating, i ...
Introductory Principles of Social Work Research Bruce A..docxvrickens
Introductory Principles
of Social Work Research
Bruce A. Thyer
The scientific approach to unsolved problems is the only one which contains any
hope of learning to deal with the unknown.
A
-Bertha Capen Reyno lds (1942, p . 20)
n emphasis on the value of scientific research has always characterized
professional social work education and practice. Indeed, this emphasis is
one of the hallmarks that distinguishes genuinely "professional" services
from other forms of private/public philanthropy and charity and the
provision of social care motivated by religious, familial, altruistic, or
philosophical reasons. In the history of social work in )Jorth America and
Great Britain, as well as in other European nations, the system of poor laws and other rel-
atively unsystematic attempts to care for the destitute gave rise during the latter part of
the 19th century to an orientation labeled scientific philanthropy. Coincident with the
emergence of "friendly visiting;' settlement houses, formalized academic train ing, and
ot her prec ursors to the professionalization of social work, the development of charitable
se rvices gui ded h y a sc ienti fic orienta ti o n has evolved to the present day.
Social work historian John Graham provides a good case study o n a To ronto charity
hom e for women called The Haven, established in 1878 by re li gio us elites, that gra dually
made Lhe tra nsition Lo a rn o re secularl y o riented and p rofess ional service. Gr aham (l.992)
describes the completion of this tra nsition in 1927 ::is follows:
Profess ional social work, therefore, had been firm ly installed at The Haven, and the
last vestiges of the benevolent philanthropy of the nineteenth century were aban-
doned. A growing sense of professional identity moreover demanded a strict delin-
eation bet.ween the social worker and the social agency volunteer. Differentiating the
former from the latter was a scientific knowledge base and specialized skills which
were the social worker's alone. (p. 304, italics added)
Such a transition can be said to characterize the. majority of social work programs across
orth America by the early part of the 20th century. Currently, one widely used definition
of social work can be found in The Social Work Dictionary published by the N'ational
Association of Social Workers- "the applied science of helping people achieve an effective
2 THE HANDBOOK OF S OCIAL WORK R ESEARCH M ETHODS
le\rel of psychosocial function and effecting societal changes to enhance the well-being of
all people" (Ril rker, 2003, p. 408, italics added). Many states further defme the practice of
clinical social work, and Florida's definition provides a representative examp le of the inter-
connec tedness of social work and science: "The ' practice of clinical social work' is defined
as the use of scientific and applied knowledge, theories and methods for the purp oses of
describing, preventing, evaluating, and treating, i ...
read the following resources on Dr. Loïc Wacquant’s researchHabi.docxfterry1
read the following resources on Dr. Loïc Wacquant’s research:
“Habitus as Topic and Tool: Reflections on Becoming a Prizefighter”
“A Fleshpeddler at Work: Power, Pain, and Profit in the Prizefighting Economy”
“
Whores, Slaves, and Stallions: Languages of Exploitation and Accommodation Among Professional Boxers
”
“
UC’s ‘boxing sociologist’ / Combative French Professor Spent 3 Years in Ring
(Links to an external site.)
”
A Professor Who Refuses To Pull His Punches
(Links to an external site.)
Boxing Proves a Hit for French Sociologist
(Links to an external site.)
An important part of analyzing research approaches includes understanding the positive and negative aspects of varied forms of social research. Ethnography as an approach allows a researcher to immerse in a unique social world in order to experience the lives of those who live there. The most intriguing aspects of this type of qualitative research is how the researcher maintains an ethical and neutral stance, how the experience can impact them, and how they use the experience for positive social change.
In your paper, you will present the benefits of ethnographical research in terms of understanding a unique social world, as well as understanding the qualitative researcher’s role in performing and reporting on ethnographic research. You will do this through the resources provided, your own research of immersive ethnographical approaches, and also through critiquing Dr. Loïc Wacquant’s work.
In your paper, include the following sections/components:
Role of Researcher (One to two pages)
Explain the researcher’s role in qualitative research in general and specifically in an ethnographic approach.
Discuss the unique issues that researchers should be concerned about in qualitative research.
Explain the challenges researchers face in ethnographical research.
Discuss specific actions researchers can take to ensure they retain their ethical and neutral stance in performing qualitative research and reporting their qualitative research results.
Loïc Wacquant’s Research (One to two pages)
Summarize what Loïc Wacquant’s research was about.
Determine whether or not Wacquant maintained an ethical and neutral stance.
Justify the research approach Wacquant chose to take.
Explain whether or not this could have been possible with a quantitative research study.
Impact of Research (One page)
Discuss how qualitative research and, in particular, ethnographic research, can inform our understanding of unique social worlds.
Describe the potential impact of research in supporting positive social change through public policy.
The Value of Qualitative Research paper
Must be five double-spaced pages in length (not including title and references pages) and formatted according to APA style as outlined in the Writing Center’s
APA Style
(Links to an external site.)
Must include a separate title page with the following:
Title of paper
Student’s name
Course name and number
Instructor’s name
Date submitted
.
Full Terms & Conditions of access and use can be found athttsimisterchristen
Full Terms & Conditions of access and use can be found at
https://www.tandfonline.com/action/journalInformation?journalCode=wecd20
Journal of Ethnic & Cultural Diversity in Social Work
ISSN: 1531-3204 (Print) 1531-3212 (Online) Journal homepage: https://www.tandfonline.com/loi/wecd20
From Cultural Competence to Cultural
Consciousness: Transitioning to a Critical
Approach to Working Across Differences in Social
Work
Corry Azzopardi & Ted McNeill
To cite this article: Corry Azzopardi & Ted McNeill (2016) From Cultural Competence to
Cultural Consciousness: Transitioning to a Critical Approach to Working Across Differences
in Social Work, Journal of Ethnic & Cultural Diversity in Social Work, 25:4, 282-299, DOI:
10.1080/15313204.2016.1206494
To link to this article: https://doi.org/10.1080/15313204.2016.1206494
Published online: 21 Jul 2016.
Submit your article to this journal
Article views: 19575
View related articles
View Crossmark data
Citing articles: 37 View citing articles
https://www.tandfonline.com/action/journalInformation?journalCode=wecd20
https://www.tandfonline.com/loi/wecd20
https://www.tandfonline.com/action/showCitFormats?doi=10.1080/15313204.2016.1206494
https://doi.org/10.1080/15313204.2016.1206494
https://www.tandfonline.com/action/authorSubmission?journalCode=wecd20&show=instructions
https://www.tandfonline.com/action/authorSubmission?journalCode=wecd20&show=instructions
https://www.tandfonline.com/doi/mlt/10.1080/15313204.2016.1206494
https://www.tandfonline.com/doi/mlt/10.1080/15313204.2016.1206494
http://crossmark.crossref.org/dialog/?doi=10.1080/15313204.2016.1206494&domain=pdf&date_stamp=2016-07-21
http://crossmark.crossref.org/dialog/?doi=10.1080/15313204.2016.1206494&domain=pdf&date_stamp=2016-07-21
https://www.tandfonline.com/doi/citedby/10.1080/15313204.2016.1206494#tabModule
https://www.tandfonline.com/doi/citedby/10.1080/15313204.2016.1206494#tabModule
From Cultural Competence to Cultural Consciousness:
Transitioning to a Critical Approach to Working Across
Differences in Social Work
Corry Azzopardia and Ted McNeillb
aThe Hospital for Sick Children, Division of Pediatric Medicine, Department of Social Work, Toronto,
Ontario, Canada; bUniversity of Toronto, Factor-Inwentash Faculty of Social Work, Toronto, Ontario,
Canada
ABSTRACT
Driven by increasing cultural diversity and growing inequities in
health and social outcomes, cross-cultural competence has
become a fundamental dimension of effective and ethical social
work practice. It has assumed aprominent discourse in social work
education, scholarship, professional practice, codes of ethics, and
organizational policy; however, how one defines, acquires,
applies, and evaluates cultural competencies continue to be
issues of debate. Grounded in a postmodern epistemic frame,
an integrated model of critical cultural consciousness for working
across differences in social work is proposed and implications for
micro, mezzo, and macro levels of practice a ...
Reader Response Essay Example - 296 Words - NerdySeal. 012 Reading Response Essay Reader Sample About How To Writes Xje .... Top Reader Response Essay Examples Pics - scholarship. 009 Reader Response Essay Example Argument Coursework Academic Service .... Writing reading response essay - fashionessay.x.fc2.com. Amazing Reader Response Essay Thatsnotus. 011 Hw Reading Response Reader Essay Thatsnotus. Reader Response Essay To Kill A Mockingbird Prosecution. College Essay: Reader response theory essay. Reader Response Essay Sample Classles Democracy. Reader response critical essay - educationcoursework.x.fc2.com. How to Write a Reading Response Essay with Sample Papers Owlcation. How to Write a Reader Response with Examples. How to Write a Reader Response Essay. The Effectiveness of Reader Response Approach.
Disability Studies What Is It andWhat Difference Does It Make.docxlynettearnold46882
Disability Studies: What Is It and
What Difference Does It Make?
Philip M. Ferguson
Chapman University
Emily Nusbaum
Colorado University Colorado Springs
The academic field of disability studies has expanded rapidly over the last two decades or so. With that expansion has also come some growing ambiguity about exactly what is meant by the term "disability studies." This article reviews the history and evolution of disability studies as an interdisciplinary approach to research and scholarship. While acknowledging the broad range of interests and approaches that can fall under the umbrella of the "disability studies" label, we argue that it may be useful to present a set of core themes or beliefs that seem central to disability studies as a field if it is to fulfill its promise as a truly different way of exploring the meanings of disability in society. Finally, we argue that disability studies should be of special interest to members of TASH and others with particular interest in the lives of people with significant intellectual and developmental disabilities.DESCRIPTORS: disability studies, social model of disability, inclusion, value-based research Over the last decade or so, the term "disability studies" has become a familiar usage throughout all areas of inqtiiry and scholarship involved in the study of issues affecting people with disabilities. Yet, the question arises as to whether the writing and research emerging from this still new and evolving area of study have any special relevance to those whose strongest interests are improving the lives of individuals with the most significant intellectual and developmental disabilities and their families. This article—as well as the others in this special issue—tries to demonstrate why that question should be answer redin the affirmative. The purpose, then, of this article is threefold. First, we provide a brief history of the emergence and evolution of the broad range of scholarship and inquiry that falls under the field called "disability studies." Second,we identify and briefly discuss what we see as at least some of the core concepts that underlie the relatively new field of study. Finally, we argue that, as a field of study, disability studies has particular salience for those interested in the development of research and policy in support of people with significant intellectual and developmental disabilities.
Certainly, if one goes simply by frequency of usage, the practice of "disability studies" has gained ample currency within academic settings of the humanities and social sciences (Cushing & Stnith, 2009; Taylor & ZubalRuggieri,2009). In such a context, disability studies is often compared with similar approaches to human difference that have a somewhat longer history, such as Gender Studies and Race/Ethnicity Studies. In its broadest terms,then, disability studies might initially portray itself as the interdisciplinary study and representation of the concepts,cultures, and personal .
French Essay.pdfFrench Essay. French a level essay help - writefiction581.web...Nicole Heinen
Describe Your Vacation in French Essay - Moses-has-Stout. Causes of the French Revolution - Free Essay Example PapersOwl.com. French Cuisine Essay Example - PHDessay.com. french essay - GCSE Modern Foreign Languages - Marked by Teachers.com. Sample essay on france. French school - GCSE Modern Foreign Languages - Marked by Teachers.com. Unique Essay About France Thatsnotus. How To Write French Essay. French essay phrases pdf. The French Revolution 1st essay. essay examples: french revolution essay. French Essay - 1. How To Write A French Essay A Level - Ahern Scribble. French a level essay help - writefiction581.web.fc2.com. French essay titles for AS Teaching Resources. Frightening Essay In French Thatsnotus. 30 Useful French Essay Phrases and Transition Words in French. French essay phrases a level - writefiction581.web.fc2.com. My favourite sports essay in french. 003 Essay Example In French Thatsnotus. 7 NEW GCSE FRENCH SAMPLE ESSAYS WITH TRANSLATION Teaching Resources. 30 Useful French Essay Phrases and Transition Words in French в⃜ How .... Pin on Writing. French Essay - 2. French essay sample - copywriterschecklist.web.fc2.com. French Essay - International Baccalaureate Languages - Marked by .... AS French - how to write an essay Teaching Resources. Gcse french essay health - persepolisthesis.web.fc2.com French Essay French Essay. French a level essay help - writefiction581.web.fc2.com
Occupational therapy student Christine Balaba explores writing as tool to be used within occupation therapy, based on her work within acute adult mental health setting. COT Annual Conference 2010 (22-25 June 2010)
Annotated Bibliography1. What is your chosen prompt for the lite.docxjustine1simpson78276
Annotated Bibliography
1. What is your chosen prompt for the literary analysis assignment?
In some stories, characters come into conflict with the culture in which they live. Often, a character feels alienated in his/her community or society due to race, gender, class or ethnic background
Primary source
Wall, D. (2014). The commons in history: culture, conflict, and ecology. MIT Press.
In this book, the author is considering some commons from antiquity to this day as an idea, practice management and abstraction of economic. Wall explains commons is not supposed to be looked as tragedy of misconduct or as a panacea that solves the problems of an environment but he considers it as a way of property ownership where he explains that property rights are important to understanding sustainability, for instance, how the land is used and the way its resources is offering insights in a way that we value the environment. The author also elaborates that in order to maintain the commons, for example, the political conflicts of commons and ways that commons have failed to protect or has protected, there should be power of cultural rules.
Secondary source
Shiva, V. (2016). Earth democracy: justice, sustainability, and peace. Zed Books Ltd.
Shavi being an environment activist tries to call for shifting of values that are governing the democracies and which condemns the part of unrestricted capitalism which plays in the livelihoods as well as environmental destruction. She also explores issues which helped in bringing attention to culture theft privatization of natural resource, violence which is against women as well as deaths that is associated with planetary. Some of the homes around the world have come up with rules which are based on reclaiming of the commons as well as sharing of the resources of the earth freely. His, therefore, serves as a call for peace and a future that is sustainable.
Secondary source
Bollier, D. (2014). Think like a commoner: A short introduction to the life of the commons. New Society Publishers.
Here the author tries to explain the amusing history and a promising future concerning the commons. Which he regards it as paradigm of ageless of fairness that has remarked the world. Due to the proses of stories that fascinates Bollier has explained revolution as a new form of practice where people control themselves in self-governing as well as production. He is also providing a framework for both social and law action which help in moving past pathologies which are concerned with capitalism. He also states the problems that for market economy where he demonstrates the how cooperation is generating important values as well as fulfillment of humans
2. What interests you most about this prompt and why?
They always bring out the mixed feelings of individuals when people are compelled to live on their own. In most cases, one will see how the characters are struggling to connect or those with company but are isolated from those that are .
Essay on Patriotism | Patriotism Essay for Students and Children in .... SOLUTION: write Essay on patriotism - Studypool. Importance of Patriotism Essay for Students and Children in English - A .... 15 Patriotism Examples (2023). Patriotism Definition Essay – Telegraph.
Analytical Essay - 6+ Examples, Format, Pdf | Examples. Analytical Essay Writing. 3+ Analytical Essay Outline Templates | Free & Premium Templates. Analytical Essay Writing Tips For College Students - Blog BuyEssayClub.com. How to Develop an Analytical Essay by Neena Thomas - Issuu. Sample GMAT Essay Prompt (Topic) and Exemplary Response - Gmat .... Sample Analytical Essay Outline - Templates & Examples. Outline Examples - 37+ Samples in DOC | Pages | Examples. College Essay: Analytical essay introduction example. Basic Analytical Essay Example & Writing Tips. Complete Analytical Essay Writing Guide | Topics & Tips | Essay writing .... How To Write A Critique Essay Example – Telegraph. How to Write an Analytical Essay. Analytical Essay Outline Worksheet - worksheet.
Academic Essay Examples - 18+ in PDF | Examples. 32 College Essay Format Templates & Examples - TemplateArchive. School essay: Argumentative essay sample for college. Top Narrative Essay Examples Mla Most Popular - scholarship. Scholarship Essay: Mla format narrative essay. College Essay Examples - 9+ in PDF | Examples. Argumentative Essay Examples - PDF. Scholarship Essay: Introduction academic paper. Proper Essay Format : Navigation menu. College Essay Introduction — The purpose of the admission essay. Write Essay Free Online / How to Write a Remarkable Essay Infographic .... Papers 9 Essays Research / Buy Essay Online Essay Paper On 9 11 2017 10 .... Sample APA Essay Paper Writing Service - Expert Writers. essay examples: essay papers. How to write the best word essay | Essay writing help в“µ How to write .... College Sample Scholarship Essays | Master of Template Document. 003 Critique Essay Example Of Research Paper 131380 ~ Thatsnotus. College Essay Format: Simple Steps to Be Followed. 006 Apa Essay Format Example Paper Template ~ Thatsnotus. Sample Essay - Academic assignments: Essays. 016 Essay Example Apa Research Paper Outline ~ Thatsnotus. Argumentative Essay Examples 6Th Grade Pdf / 10 Easy Argumentative .... Photo Essay Examples - MosOp. Magnificent Buy Essay Papers ~ Thatsnotus. Writing essay papers - College Homework Help and Online Tutoring.. Sample College Essays. Free Download. Easy to Edit and Print. Quick Way To Write Essay - Anna Blog. How to Write In College Essay Format | OCC NJ. Sample Apa Essay Paper – APA Style Essay: Formatting Rules. Argumentative essay example short Truth or Consequences .... 001 How To Write One Page Essay Onepageessay ~ Thatsnotus. History Essay Writing - 19+ Examples, Format, Pdf | Examples Essays Papers
Academic Essay Examples - 18+ in PDF | Examples. 32 College Essay Format Templates & Examples - TemplateArchive. School essay: Argumentative essay sample for college. Top Narrative Essay Examples Mla Most Popular - scholarship. Scholarship Essay: Mla format narrative essay. College Essay Examples - 9+ in PDF | Examples. Argumentative Essay Examples - PDF
Modernism in Literature - What are Characteristics of Modernism in .... Modernism | Definition, Philosophy, Characteristics, Examples in .... Modernism in Literature by Quinton Cole. (DOC) Features of Literary Modernism | Sherif Ali - Academia.edu. Modernism In Literature. Difference Between Modernism and Postmodernism in Literature | Compare .... What is Modernism - English Literature - My Exam Solution. An Introduction to Modernism in Literature Literary. Modernism, English Literature - Docsity. Modernism as a Movement Essay Example | Topics and Well Written Essays .... Essays on Music and Language in Modernist Literature: Musical Modernism .... Essay modernism evolved into postmodernism. Modernism Essay | immigrant.com.tw. Modernism in literature Essay Example | Topics and Well Written Essays .... PPT - Modernism & Modernist Literature PowerPoint Presentation - ID:623438. Comparative Modernist Essay | English (Extension 1) - Year 11 HSC .... Realism and Modernism in Literature Essay Example | Topics and Well .... Analytical Essay on Modernism | English (Extension 1) - Year 11 HSC .... A short Note on Modernism in English Literature - As of December 1910 ....
Article Summary
• Introduction (1 – 2 Sentences)
• Provide an overview of the article you selected. – Article Overview (4-5 bullet points or
more)
• What population is under consideration? (1 line) – Population Sample
• What was the specific intervention that was used? Is this a new intervention or one that
was already used? (3 Bullet Points) - Intervention
• What were the author’s claims? ( 3 Bullet Points or more) – Authors Claims
• Explain the findings/outcomes of the study in the article. Include whether this will
translate into practice with your own clients. If so, how? If not, why? ( 5 Bullet Points or
more) Findings or Outcomes
• Explain whether the limitations of the study might impact your ability to use the
findings/outcomes presented in the article. (2-3 Bullet Points) Study Limitations
• Support your position with evidence-based literature. (2-3 Lines) Position with Evidence
Based Literature
PSYCHOANALYTIC APPLICATIONS IN A
DIVERSE SOCIETY
Pratyusha Tummala-Narra, PhD
Boston College
There is considerable tension within psychoanalysis regarding the place of
social context in the individual’s inner life. In recent years, applications of
psychoanalytic theory have extended to contexts outside of the therapeutic
setting, and psychoanalytic scholars have increasingly attended to issues of race
and culture within the therapeutic setting. The present article focuses on appli-
cations of psychoanalytic theory in clinical and community contexts, with an
emphasis on racial and cultural diversity. The author proposes an approach to
clinical and community interventions that integrates multiple theoretical per-
spectives (e.g., psychoanalytic, community, multicultural) to advance practitio-
ners’ and consultants’ engagement with issues of diversity, and considers how
practice with racially and culturally diverse populations can inform existing
psychoanalytic theory. Two case examples, one from psychotherapy and the
other from a community intervention, are presented to illustrate the ways in
which psychoanalytic theory can benefit therapeutic work and consultation
across sociocultural contexts. Implications of the experiences of minority indi-
viduals and communities for psychoanalytic theory, research, practice, and
education are discussed.
Keywords: psychoanalytic theory, community, race, culture
In his paper “Wild Psycho-Analysis,” Freud (1910) cautioned against the loose interpre-
tation of psychoanalytic theory and technique, as he offered a glimpse into a broader usage
of psychoanalytic ideas by those not formally trained as psychoanalysts. Inherent in his
critique was a cautionary statement about the analyst’s interpretation of psychoanalytic
ideas, and an emphasis on self-discovery by the client without the analyst’s imposition.
The notion of loose interpretation of psychoanalytic ideas is complicated. On one hand,
psychoanalysis itself has been interpreted differently in some important ways within
di ...
read the following resources on Dr. Loïc Wacquant’s researchHabi.docxfterry1
read the following resources on Dr. Loïc Wacquant’s research:
“Habitus as Topic and Tool: Reflections on Becoming a Prizefighter”
“A Fleshpeddler at Work: Power, Pain, and Profit in the Prizefighting Economy”
“
Whores, Slaves, and Stallions: Languages of Exploitation and Accommodation Among Professional Boxers
”
“
UC’s ‘boxing sociologist’ / Combative French Professor Spent 3 Years in Ring
(Links to an external site.)
”
A Professor Who Refuses To Pull His Punches
(Links to an external site.)
Boxing Proves a Hit for French Sociologist
(Links to an external site.)
An important part of analyzing research approaches includes understanding the positive and negative aspects of varied forms of social research. Ethnography as an approach allows a researcher to immerse in a unique social world in order to experience the lives of those who live there. The most intriguing aspects of this type of qualitative research is how the researcher maintains an ethical and neutral stance, how the experience can impact them, and how they use the experience for positive social change.
In your paper, you will present the benefits of ethnographical research in terms of understanding a unique social world, as well as understanding the qualitative researcher’s role in performing and reporting on ethnographic research. You will do this through the resources provided, your own research of immersive ethnographical approaches, and also through critiquing Dr. Loïc Wacquant’s work.
In your paper, include the following sections/components:
Role of Researcher (One to two pages)
Explain the researcher’s role in qualitative research in general and specifically in an ethnographic approach.
Discuss the unique issues that researchers should be concerned about in qualitative research.
Explain the challenges researchers face in ethnographical research.
Discuss specific actions researchers can take to ensure they retain their ethical and neutral stance in performing qualitative research and reporting their qualitative research results.
Loïc Wacquant’s Research (One to two pages)
Summarize what Loïc Wacquant’s research was about.
Determine whether or not Wacquant maintained an ethical and neutral stance.
Justify the research approach Wacquant chose to take.
Explain whether or not this could have been possible with a quantitative research study.
Impact of Research (One page)
Discuss how qualitative research and, in particular, ethnographic research, can inform our understanding of unique social worlds.
Describe the potential impact of research in supporting positive social change through public policy.
The Value of Qualitative Research paper
Must be five double-spaced pages in length (not including title and references pages) and formatted according to APA style as outlined in the Writing Center’s
APA Style
(Links to an external site.)
Must include a separate title page with the following:
Title of paper
Student’s name
Course name and number
Instructor’s name
Date submitted
.
Full Terms & Conditions of access and use can be found athttsimisterchristen
Full Terms & Conditions of access and use can be found at
https://www.tandfonline.com/action/journalInformation?journalCode=wecd20
Journal of Ethnic & Cultural Diversity in Social Work
ISSN: 1531-3204 (Print) 1531-3212 (Online) Journal homepage: https://www.tandfonline.com/loi/wecd20
From Cultural Competence to Cultural
Consciousness: Transitioning to a Critical
Approach to Working Across Differences in Social
Work
Corry Azzopardi & Ted McNeill
To cite this article: Corry Azzopardi & Ted McNeill (2016) From Cultural Competence to
Cultural Consciousness: Transitioning to a Critical Approach to Working Across Differences
in Social Work, Journal of Ethnic & Cultural Diversity in Social Work, 25:4, 282-299, DOI:
10.1080/15313204.2016.1206494
To link to this article: https://doi.org/10.1080/15313204.2016.1206494
Published online: 21 Jul 2016.
Submit your article to this journal
Article views: 19575
View related articles
View Crossmark data
Citing articles: 37 View citing articles
https://www.tandfonline.com/action/journalInformation?journalCode=wecd20
https://www.tandfonline.com/loi/wecd20
https://www.tandfonline.com/action/showCitFormats?doi=10.1080/15313204.2016.1206494
https://doi.org/10.1080/15313204.2016.1206494
https://www.tandfonline.com/action/authorSubmission?journalCode=wecd20&show=instructions
https://www.tandfonline.com/action/authorSubmission?journalCode=wecd20&show=instructions
https://www.tandfonline.com/doi/mlt/10.1080/15313204.2016.1206494
https://www.tandfonline.com/doi/mlt/10.1080/15313204.2016.1206494
http://crossmark.crossref.org/dialog/?doi=10.1080/15313204.2016.1206494&domain=pdf&date_stamp=2016-07-21
http://crossmark.crossref.org/dialog/?doi=10.1080/15313204.2016.1206494&domain=pdf&date_stamp=2016-07-21
https://www.tandfonline.com/doi/citedby/10.1080/15313204.2016.1206494#tabModule
https://www.tandfonline.com/doi/citedby/10.1080/15313204.2016.1206494#tabModule
From Cultural Competence to Cultural Consciousness:
Transitioning to a Critical Approach to Working Across
Differences in Social Work
Corry Azzopardia and Ted McNeillb
aThe Hospital for Sick Children, Division of Pediatric Medicine, Department of Social Work, Toronto,
Ontario, Canada; bUniversity of Toronto, Factor-Inwentash Faculty of Social Work, Toronto, Ontario,
Canada
ABSTRACT
Driven by increasing cultural diversity and growing inequities in
health and social outcomes, cross-cultural competence has
become a fundamental dimension of effective and ethical social
work practice. It has assumed aprominent discourse in social work
education, scholarship, professional practice, codes of ethics, and
organizational policy; however, how one defines, acquires,
applies, and evaluates cultural competencies continue to be
issues of debate. Grounded in a postmodern epistemic frame,
an integrated model of critical cultural consciousness for working
across differences in social work is proposed and implications for
micro, mezzo, and macro levels of practice a ...
Reader Response Essay Example - 296 Words - NerdySeal. 012 Reading Response Essay Reader Sample About How To Writes Xje .... Top Reader Response Essay Examples Pics - scholarship. 009 Reader Response Essay Example Argument Coursework Academic Service .... Writing reading response essay - fashionessay.x.fc2.com. Amazing Reader Response Essay Thatsnotus. 011 Hw Reading Response Reader Essay Thatsnotus. Reader Response Essay To Kill A Mockingbird Prosecution. College Essay: Reader response theory essay. Reader Response Essay Sample Classles Democracy. Reader response critical essay - educationcoursework.x.fc2.com. How to Write a Reading Response Essay with Sample Papers Owlcation. How to Write a Reader Response with Examples. How to Write a Reader Response Essay. The Effectiveness of Reader Response Approach.
Disability Studies What Is It andWhat Difference Does It Make.docxlynettearnold46882
Disability Studies: What Is It and
What Difference Does It Make?
Philip M. Ferguson
Chapman University
Emily Nusbaum
Colorado University Colorado Springs
The academic field of disability studies has expanded rapidly over the last two decades or so. With that expansion has also come some growing ambiguity about exactly what is meant by the term "disability studies." This article reviews the history and evolution of disability studies as an interdisciplinary approach to research and scholarship. While acknowledging the broad range of interests and approaches that can fall under the umbrella of the "disability studies" label, we argue that it may be useful to present a set of core themes or beliefs that seem central to disability studies as a field if it is to fulfill its promise as a truly different way of exploring the meanings of disability in society. Finally, we argue that disability studies should be of special interest to members of TASH and others with particular interest in the lives of people with significant intellectual and developmental disabilities.DESCRIPTORS: disability studies, social model of disability, inclusion, value-based research Over the last decade or so, the term "disability studies" has become a familiar usage throughout all areas of inqtiiry and scholarship involved in the study of issues affecting people with disabilities. Yet, the question arises as to whether the writing and research emerging from this still new and evolving area of study have any special relevance to those whose strongest interests are improving the lives of individuals with the most significant intellectual and developmental disabilities and their families. This article—as well as the others in this special issue—tries to demonstrate why that question should be answer redin the affirmative. The purpose, then, of this article is threefold. First, we provide a brief history of the emergence and evolution of the broad range of scholarship and inquiry that falls under the field called "disability studies." Second,we identify and briefly discuss what we see as at least some of the core concepts that underlie the relatively new field of study. Finally, we argue that, as a field of study, disability studies has particular salience for those interested in the development of research and policy in support of people with significant intellectual and developmental disabilities.
Certainly, if one goes simply by frequency of usage, the practice of "disability studies" has gained ample currency within academic settings of the humanities and social sciences (Cushing & Stnith, 2009; Taylor & ZubalRuggieri,2009). In such a context, disability studies is often compared with similar approaches to human difference that have a somewhat longer history, such as Gender Studies and Race/Ethnicity Studies. In its broadest terms,then, disability studies might initially portray itself as the interdisciplinary study and representation of the concepts,cultures, and personal .
French Essay.pdfFrench Essay. French a level essay help - writefiction581.web...Nicole Heinen
Describe Your Vacation in French Essay - Moses-has-Stout. Causes of the French Revolution - Free Essay Example PapersOwl.com. French Cuisine Essay Example - PHDessay.com. french essay - GCSE Modern Foreign Languages - Marked by Teachers.com. Sample essay on france. French school - GCSE Modern Foreign Languages - Marked by Teachers.com. Unique Essay About France Thatsnotus. How To Write French Essay. French essay phrases pdf. The French Revolution 1st essay. essay examples: french revolution essay. French Essay - 1. How To Write A French Essay A Level - Ahern Scribble. French a level essay help - writefiction581.web.fc2.com. French essay titles for AS Teaching Resources. Frightening Essay In French Thatsnotus. 30 Useful French Essay Phrases and Transition Words in French. French essay phrases a level - writefiction581.web.fc2.com. My favourite sports essay in french. 003 Essay Example In French Thatsnotus. 7 NEW GCSE FRENCH SAMPLE ESSAYS WITH TRANSLATION Teaching Resources. 30 Useful French Essay Phrases and Transition Words in French в⃜ How .... Pin on Writing. French Essay - 2. French essay sample - copywriterschecklist.web.fc2.com. French Essay - International Baccalaureate Languages - Marked by .... AS French - how to write an essay Teaching Resources. Gcse french essay health - persepolisthesis.web.fc2.com French Essay French Essay. French a level essay help - writefiction581.web.fc2.com
Occupational therapy student Christine Balaba explores writing as tool to be used within occupation therapy, based on her work within acute adult mental health setting. COT Annual Conference 2010 (22-25 June 2010)
Annotated Bibliography1. What is your chosen prompt for the lite.docxjustine1simpson78276
Annotated Bibliography
1. What is your chosen prompt for the literary analysis assignment?
In some stories, characters come into conflict with the culture in which they live. Often, a character feels alienated in his/her community or society due to race, gender, class or ethnic background
Primary source
Wall, D. (2014). The commons in history: culture, conflict, and ecology. MIT Press.
In this book, the author is considering some commons from antiquity to this day as an idea, practice management and abstraction of economic. Wall explains commons is not supposed to be looked as tragedy of misconduct or as a panacea that solves the problems of an environment but he considers it as a way of property ownership where he explains that property rights are important to understanding sustainability, for instance, how the land is used and the way its resources is offering insights in a way that we value the environment. The author also elaborates that in order to maintain the commons, for example, the political conflicts of commons and ways that commons have failed to protect or has protected, there should be power of cultural rules.
Secondary source
Shiva, V. (2016). Earth democracy: justice, sustainability, and peace. Zed Books Ltd.
Shavi being an environment activist tries to call for shifting of values that are governing the democracies and which condemns the part of unrestricted capitalism which plays in the livelihoods as well as environmental destruction. She also explores issues which helped in bringing attention to culture theft privatization of natural resource, violence which is against women as well as deaths that is associated with planetary. Some of the homes around the world have come up with rules which are based on reclaiming of the commons as well as sharing of the resources of the earth freely. His, therefore, serves as a call for peace and a future that is sustainable.
Secondary source
Bollier, D. (2014). Think like a commoner: A short introduction to the life of the commons. New Society Publishers.
Here the author tries to explain the amusing history and a promising future concerning the commons. Which he regards it as paradigm of ageless of fairness that has remarked the world. Due to the proses of stories that fascinates Bollier has explained revolution as a new form of practice where people control themselves in self-governing as well as production. He is also providing a framework for both social and law action which help in moving past pathologies which are concerned with capitalism. He also states the problems that for market economy where he demonstrates the how cooperation is generating important values as well as fulfillment of humans
2. What interests you most about this prompt and why?
They always bring out the mixed feelings of individuals when people are compelled to live on their own. In most cases, one will see how the characters are struggling to connect or those with company but are isolated from those that are .
Essay on Patriotism | Patriotism Essay for Students and Children in .... SOLUTION: write Essay on patriotism - Studypool. Importance of Patriotism Essay for Students and Children in English - A .... 15 Patriotism Examples (2023). Patriotism Definition Essay – Telegraph.
Analytical Essay - 6+ Examples, Format, Pdf | Examples. Analytical Essay Writing. 3+ Analytical Essay Outline Templates | Free & Premium Templates. Analytical Essay Writing Tips For College Students - Blog BuyEssayClub.com. How to Develop an Analytical Essay by Neena Thomas - Issuu. Sample GMAT Essay Prompt (Topic) and Exemplary Response - Gmat .... Sample Analytical Essay Outline - Templates & Examples. Outline Examples - 37+ Samples in DOC | Pages | Examples. College Essay: Analytical essay introduction example. Basic Analytical Essay Example & Writing Tips. Complete Analytical Essay Writing Guide | Topics & Tips | Essay writing .... How To Write A Critique Essay Example – Telegraph. How to Write an Analytical Essay. Analytical Essay Outline Worksheet - worksheet.
Academic Essay Examples - 18+ in PDF | Examples. 32 College Essay Format Templates & Examples - TemplateArchive. School essay: Argumentative essay sample for college. Top Narrative Essay Examples Mla Most Popular - scholarship. Scholarship Essay: Mla format narrative essay. College Essay Examples - 9+ in PDF | Examples. Argumentative Essay Examples - PDF. Scholarship Essay: Introduction academic paper. Proper Essay Format : Navigation menu. College Essay Introduction — The purpose of the admission essay. Write Essay Free Online / How to Write a Remarkable Essay Infographic .... Papers 9 Essays Research / Buy Essay Online Essay Paper On 9 11 2017 10 .... Sample APA Essay Paper Writing Service - Expert Writers. essay examples: essay papers. How to write the best word essay | Essay writing help в“µ How to write .... College Sample Scholarship Essays | Master of Template Document. 003 Critique Essay Example Of Research Paper 131380 ~ Thatsnotus. College Essay Format: Simple Steps to Be Followed. 006 Apa Essay Format Example Paper Template ~ Thatsnotus. Sample Essay - Academic assignments: Essays. 016 Essay Example Apa Research Paper Outline ~ Thatsnotus. Argumentative Essay Examples 6Th Grade Pdf / 10 Easy Argumentative .... Photo Essay Examples - MosOp. Magnificent Buy Essay Papers ~ Thatsnotus. Writing essay papers - College Homework Help and Online Tutoring.. Sample College Essays. Free Download. Easy to Edit and Print. Quick Way To Write Essay - Anna Blog. How to Write In College Essay Format | OCC NJ. Sample Apa Essay Paper – APA Style Essay: Formatting Rules. Argumentative essay example short Truth or Consequences .... 001 How To Write One Page Essay Onepageessay ~ Thatsnotus. History Essay Writing - 19+ Examples, Format, Pdf | Examples Essays Papers
Academic Essay Examples - 18+ in PDF | Examples. 32 College Essay Format Templates & Examples - TemplateArchive. School essay: Argumentative essay sample for college. Top Narrative Essay Examples Mla Most Popular - scholarship. Scholarship Essay: Mla format narrative essay. College Essay Examples - 9+ in PDF | Examples. Argumentative Essay Examples - PDF
Modernism in Literature - What are Characteristics of Modernism in .... Modernism | Definition, Philosophy, Characteristics, Examples in .... Modernism in Literature by Quinton Cole. (DOC) Features of Literary Modernism | Sherif Ali - Academia.edu. Modernism In Literature. Difference Between Modernism and Postmodernism in Literature | Compare .... What is Modernism - English Literature - My Exam Solution. An Introduction to Modernism in Literature Literary. Modernism, English Literature - Docsity. Modernism as a Movement Essay Example | Topics and Well Written Essays .... Essays on Music and Language in Modernist Literature: Musical Modernism .... Essay modernism evolved into postmodernism. Modernism Essay | immigrant.com.tw. Modernism in literature Essay Example | Topics and Well Written Essays .... PPT - Modernism & Modernist Literature PowerPoint Presentation - ID:623438. Comparative Modernist Essay | English (Extension 1) - Year 11 HSC .... Realism and Modernism in Literature Essay Example | Topics and Well .... Analytical Essay on Modernism | English (Extension 1) - Year 11 HSC .... A short Note on Modernism in English Literature - As of December 1910 ....
Article Summary
• Introduction (1 – 2 Sentences)
• Provide an overview of the article you selected. – Article Overview (4-5 bullet points or
more)
• What population is under consideration? (1 line) – Population Sample
• What was the specific intervention that was used? Is this a new intervention or one that
was already used? (3 Bullet Points) - Intervention
• What were the author’s claims? ( 3 Bullet Points or more) – Authors Claims
• Explain the findings/outcomes of the study in the article. Include whether this will
translate into practice with your own clients. If so, how? If not, why? ( 5 Bullet Points or
more) Findings or Outcomes
• Explain whether the limitations of the study might impact your ability to use the
findings/outcomes presented in the article. (2-3 Bullet Points) Study Limitations
• Support your position with evidence-based literature. (2-3 Lines) Position with Evidence
Based Literature
PSYCHOANALYTIC APPLICATIONS IN A
DIVERSE SOCIETY
Pratyusha Tummala-Narra, PhD
Boston College
There is considerable tension within psychoanalysis regarding the place of
social context in the individual’s inner life. In recent years, applications of
psychoanalytic theory have extended to contexts outside of the therapeutic
setting, and psychoanalytic scholars have increasingly attended to issues of race
and culture within the therapeutic setting. The present article focuses on appli-
cations of psychoanalytic theory in clinical and community contexts, with an
emphasis on racial and cultural diversity. The author proposes an approach to
clinical and community interventions that integrates multiple theoretical per-
spectives (e.g., psychoanalytic, community, multicultural) to advance practitio-
ners’ and consultants’ engagement with issues of diversity, and considers how
practice with racially and culturally diverse populations can inform existing
psychoanalytic theory. Two case examples, one from psychotherapy and the
other from a community intervention, are presented to illustrate the ways in
which psychoanalytic theory can benefit therapeutic work and consultation
across sociocultural contexts. Implications of the experiences of minority indi-
viduals and communities for psychoanalytic theory, research, practice, and
education are discussed.
Keywords: psychoanalytic theory, community, race, culture
In his paper “Wild Psycho-Analysis,” Freud (1910) cautioned against the loose interpre-
tation of psychoanalytic theory and technique, as he offered a glimpse into a broader usage
of psychoanalytic ideas by those not formally trained as psychoanalysts. Inherent in his
critique was a cautionary statement about the analyst’s interpretation of psychoanalytic
ideas, and an emphasis on self-discovery by the client without the analyst’s imposition.
The notion of loose interpretation of psychoanalytic ideas is complicated. On one hand,
psychoanalysis itself has been interpreted differently in some important ways within
di ...
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
Executive Directors Chat Leveraging AI for Diversity, Equity, and Inclusion
A Narrative Of Cultural Occupational Performance
1. A narrative of cultural occupational performance
POLLARD, Nicholas <http://orcid.org/0000-0003-1995-6902>
Available from Sheffield Hallam University Research Archive (SHURA) at:
http://shura.shu.ac.uk/11583/
This document is the author deposited version. You are advised to consult the
publisher's version if you wish to cite from it.
Published version
POLLARD, Nicholas (2016). A narrative of cultural occupational performance.
Cadernos de Terapia Ocupacional da UFSCar, 24 (1), 191-203.
Copyright and re-use policy
See http://shura.shu.ac.uk/information.html
Sheffield Hallam University Research Archive
http://shura.shu.ac.uk
2. ISSN 0104-4931
Cad. Ter. Ocup. UFSCar, São Carlos,
http://dx.doi.org/10.4322/0104-4931.ctoARF0649
Autor para correspondência: Nick Pollard Senior Lecturer, Occupational Therapy, Robert Winston Building Sheffield Hallam University,
11-19 Broomhall Road, Sheffield S10 2BP, United Kingdom, e-mail: N.Pollard@shu.ac.uk
Received on Apr. 30, 2015; 1ª Revision on July 31, 2015; Accepted on Aug. 20, 2015.
Abstract: This article considers the occupational performance of cultural participation, specifically that of the author’s
personal experience of being a “worker writer” and grassroots activist in the Federation of Worker Writers and
Community Publishers (FWWCP). The FWWCP was a UK based organisation made up of co-operative publishers,
history, literacy and writing workshops which produced narratives and other forms of writing about ordinary people’s
experiences of everyday life in contemporary Britain. The author relates these experiences to occupational therapy’s
concern with the meaning of occupation, and uses heuristic methods to reflect on the connections between this
form of community activism through cultural activity and occupational concepts. The paper explores issues of the
representation of social class and political consciousness which have not been visible in the professional discourse
on occupation. It concludes that there is a strong case for the exploration of autobiographical and community writing
in developing understanding of the cultural basis of occupation.
Keywords: Culture, Occupation, Writing, Publishing.
Uma narrativa de performance ocupacional cultural
Resumo: Este artigo discute a performance ocupacional de participação cultural, especificamente a partir da
experiência pessoal do autor em ser um “escritor trabalhador” e ativista de base na Federação de Trabalhadores
Escritores e Editores Comunitários (FWWCP).AFWWCPera uma organização sediada no Reino Unido que realizava
edições cooperativos, histórias, alfabetização e oficinas de escrita, que produziram narrativas e outras formas de
escrita sobre experiências da vida cotidiana na Grã-Bretanha contemporânea. O autor relaciona essas experiências
com a preocupação da terapia ocupacional sobre o significado da ocupação e utiliza métodos heurísticos para
refletir sobre as conexões entre essa forma de ativismo comunitário, através da atividade cultural, e os conceitos de
ocupação. O artigo explora as questões da representação de classe social e de consciência política que não têm sido
visíveis no discurso profissional em ocupação e conclui que existe um forte argumento para a exploração de escrita
autobiográfica e escrita em comunidade no desenvolvimento da compreensão sobre a base cultural da ocupação.
Palavras-chave: Cultura, Ocupação, Escrita, Publicação.
A narrative of cultural occupational performance
Nick Pollard
Sheffield Hallam University, South Yorkshire, United Kingdom.
3. Cad. Ter. Ocup. UFSCar, São Carlos,
2 A narrative of cultural occupational performance
Introduction
Occupational therapists and occupational scientists
have written a great deal about the occupational
performance of everyday activities, such as baking
(BREINES, 2005), making tea (FAIR; BARNITT,
1999), and much about life narratives (e.g. CLARK,
1993; GOULD; DESOUZA; REBEIRO-GRUHL,
2005), but less about understanding these activities
as reflections of culture. Culture is insufficiently
acknowledged as an underpinning of the diverse means
of being and doing which are the concerns of our
profession (WATSON, 2006; IWAMA, 2007). Yet
occupational therapy approaches frequently involve
the exchange of narratives, whether as a key element
of the engagement with the client (IWAMA, 2006) as
part of interventions which enable clients to achieve
spiritual or enriched life objectives (ALGADO;
CARDONA, 2005; WILDING; WHITEFORD,
2009), or as a component of the interaction between
workers (DETWEILER; PEYTON, 1999).
Some occupational therapists are themselves
involved in life history work, for example in the
interviewing of retired members for the British
College of Occupational Therapists (WILCOCK,
2002). Ikiugu and Pollard (2015) considered the life
trajectories of worker writers as a source for exploring
the concept of meaningfulness in occupation.
This understanding of personal meaning is essential
to a concept of occupational performance, as the
conception one develops about oneself as a result of
one’s interactions with the physical and psychological
environment over a period of time (IKIUGU,
2007, 2012). However as several Latin American
occupational therapists have recently commented,
cultural action is essential to the development of
political and social transformations through which
rights to meaningful occupation are recognised
through community engagements (BARROS et al.,
2011; DORNELES, 2014; GUAJARDO, 2014),
and specifically through media access (CHAURA;
ZORZOLI, 2014). These community engagements
none the less are intimately connected to personal
experiences, and narratives of this occupational
dimension can be irreducible, raw, and specific,
as some writers with disabilities illustrate in a new
anthology (BLOCK et al., 2015a). As a therapeutic
and clinical practice occupational therapy is often
concerned with biomedically ordained practices and
outcomes, but the personal significance of these issues
belongs to a “discomfort zone” (BLOCK et al., 2015b,
p. 7) inhabited by people who live with differences,
exclusions and marginalisations, sometimes multiple.
These barriers are not somewhere else, but operate
in the communities we share. When occupational
therapists regard themselves as facilitators and
enablers, the narratives of the people with whom
they are working might often be recounted as stories
of struggle, but to appreciate this the narrative itself
needs to be facilitated and a dialogue created.
So far, there has been little discussion of this type
in the literature of occupational therapy despite the
growing interest in social perspectives, concepts of
inclusion and concerns about exclusion. This are
issues of struggle, of a cultural battle around having
the right to depict human occupations and activities.
As professionals, occupational therapists assert their
rights to classify occupation, but this has largely
been without a dialogue with those who, they in
effect occupy, or arguably, colonise through their
practice (BLOCK et al., 2015b).
A possible antecedent for this kind of community
based practice might be found in the Federation of
WorkerWritersandCommunityPublishers(FWWCP),
which was a network of groups which, between
1976-2007, set out to describe the experiences of
ordinary people in the diverse communities around
Britain. They wrote about their occupations and
their significance, producing thousands of local
publications containing the narratives, life histories
and autobiographies. This field of writing is one in
which I have been immersed for over 30 years, and is
also one in which I have previously engaged in research
and theoretical discussion (PARKS; POLLARD,
2009, 2010; POLLARD, 2004, 2007; POLLARD;
SMART; VOICES TALK AND HANDS WRITE
GROUP, 2005; POLLARD; VOICES TALK AND
HANDS WRITE GROUP, 2008; POLLARD;
SAKELLARIOU, 2014). I have also attempted to
relate it to occupational therapy and occupational
science, where the cultural experiences from
worker writing and community publishing formed
part of the personal and reflective reasoning that
contributed to concepts of occupational apartheid
(KRONENBERG; POLLARD, 2005; POLLARD;
SAKELLARIOU; KRONENBERG, 2008a, 2008b)
and occupational literacy (POLLARD, 2008) as well
as the discussion of life meaning (IKIUGU et al.,
2012; IKIUGU; POLLARD, 2015). My collection
of publications from FWWCP and similar groups,
along with the FWWCP’s own archive has been
donated to the Trade Union Congress Library at
the London Metropolitan University and further
studies are to be developed from it.
This paper is developed from personal reflections
prepared as positioning groundwork in the course
of writing Meaningful living through occupation
(IKIUGU; POLLARD, 2015), which drew some on
4. 3
Pollard, N.
Cad. Ter. Ocup. UFSCar, São Carlos,
the materials in the FWWCP collection to explore the
ways in which ordinary people drew meaning from
their life experiences. In the following account I will
explore such experiences (doing, being, belonging
and becoming) in relation to my participation in the
FWWCP movement in the UK and my occupational
performance as a “worker writer”.
I used a method of heuristic inquiry to give
authenticity to my exploration of the personal
trajectory and participatory aspect of my experience of
worker writing and community publishing (HILES,
2002; MOUSTAKAS, 1990). The heuristic process
is defined itself as “a disciplined pursuit of essential
meanings connected with everyday experiences”
(DOUGLASS; MOUSTAKAS, 1985, p. 39), which
connects with the understanding of occupational
performance developed in this paper. Heuristic
enquiry methods embrace tacit knowing in the
process of discovery (DOUGLASS; MOUSTAKAS,
1985). Etherington (2004) describes how heuristic
methods allow researchers to engage in a reflexive
process that enables the personal impact of material
to be considered alongside its intellectual impact.
One of the underpinnings of the worker writer
movement exemplified by the FWWCP is the work
of Freire (1972) (MORLEY; WORPOLE, 2009),
which uses discussion of the everyday as a basis
for a critical consciousness linked to social origins.
The consequence of all these factors suggests a strong
sense of subjectivity, even intimacy (DOUGLASS;
MOUSTAKAS, 1985), and therefore it seems logical
to proceed from within “the experience of meaning”
(POLKINGHORNE, 1982, p. 48).
Although this inquiry was referred to the chair of
the ethics committee at Sheffield Hallam University
it was felt that there would be no significant issues
from pursuing it.
2 Community publishing,
writing and autobiography as
popular occupations
Writing has been a popular arts activity in the
UK with a reasonably significant part of the adult
population admitting to doing it, but the extent
of participation in amateur or grassroots arts is
little explored (RAMSDEN et al., 2011). Throsby
(2008), reviewing the elements of creative culture
in Australia, found that 75% of respondents to
a census reported engagement in some form of
artistic participation, and after photography (55%)
and music (37%), 19% reported writing fiction
and 16% reported writing poetry. The most recent
national survey in the UK, by Matarasso (1997),
found that because it requires only a pen and some
paper writing is very portable, cheap and relatively
available to many people compared to occupations
like photography or oil painting which may need
expensive equipment.
Worker writing, or working class writing, which
was the FWWCP’s particular area of interest, is
evident in many cultures. Similar movements exist
in other European countries and have done so in
other periods, notably the period between the wars
in France (RAGON, 1986) and Germany (as can be
seen in the Fritz Huser Institut in Dortmund www.fhi.
dortmund.de/) as well as in the UK, Australia and in
North America. However, amateur or grassroots forms
of culture are widely disregarded (RAMSDEN et al.,
2011) and the cultural experiences of working people
are often silenced in the academic and professional
environment (BEAGAN, 2007; PARKS; POLLARD,
2010). A review of the arts economy in São Paulo
(FUNDAÇÃO..., 2011) concentrated on professional
artists and enterprises, but gave some attention to the
need to engage more people, especially the young and
economically deprived, in a range of arts activities
and related occupations. Dorneles (2014) argues
for occupational therapy education to engage with
community based cultural organisations and forms
of expression which involve people with disabilities.
There is a growing recognition that arts participation
may be a key component of a civil society and in
the construction of community (FUNDAÇÃO...,
2011; RAMSDEN et al., 2011).
Participation in the arts may be regarded as a form
of occupational performance, and as a goal to which
occupational therapists might involve their clients,
since it is widely understood that arts can be linked
to positive health outcomes (RAMSDEN et al.,
2011). As an activist in the grassroots field of
community publishing, i.e. acts of publication
which are produced within communities and are
usually intended to serve them, I would describe my
own occupational performances, embedded in real
life (CLARK, 1993), as those of a ‘worker writer’.
In its application by the Federation of Worker
Writers and Community Publishers (FWWCP),
the term “worker writer” was used to define forms
of writing that stood outside of a mainstream
culture in the media and arts and came to represent
the expression of a range of marginalised groups.
They were not only defined by class, but also race,
culture, gender, access to literacy, disability and clinical
diagnosis (FROST et al., 1985; RICHARDSON,
1996; COURTMAN, 2000, 2007; POLLARD;
SMART; VOICES TALK AND HANDS WRITE
5. Cad. Ter. Ocup. UFSCar, São Carlos,
4 A narrative of cultural occupational performance
GROUP, 2005; POLLARD; VOICES TALK AND
HANDS WRITE GROUP, 2008; SMART, 2005;
WOODIN 2005a, 2005b; HAMILTON; NUGENT;
POLLARD, 2014). The experiences of marginalisation
and standing outside the process of mainstream
cultural production can be considered in terms of
adaptive instrumentalist forms of behaviour with
a complex and dynamic system (IKIUGU, 2007).
This behaviour is directed toward the creation and
operationalisation of opportunities for the expression
of self and community identities. The FWWCP
had formed in 1976 from a number of oral history,
alternative community press, literacy and writing
groups. It established a yearly weekend event at
which it held its annual general meeting, workshops
about writing and history and many opportunities
for people to share their work through reading and
performance.
Worker writing has largely been overlooked by
cultural commentators. Much of what was produced
by worker writers took the form of personal poems
of experience rather than prose autobiography.
Of course, few writers actually earn enough to sustain
themselves entirely through writing (THROSBY,
2008), but people who write professionally generally
establish a regular routine for writing. Because
worker writing takes place within the demands of
working and domestic life it mostly favours brief
forms such as the short story or poem. Many write
in tea breaks, on the bus, on the back of time sheets,
or on the kitchen table. Frequently this kind of
writing is not intensely worked over and tends to
be immediate in purpose, for example, intended
for performance rather than quiet reading. At the
annual FWWCP meetings people would stand
before the mike and read pieces that were the first
they had learned to write, or recite work they had
composed orally (MORLEY; WORPOLE, 2009).
Live reading or recitation was a means through
which a successful occupational performance as a
“worker writer” was recognised.
Some writing was also informed by oral history
processes which were concerned with popular
experiences (MORLEY; WORPOLE; POLLARD,
2009; WORPOLE, 1981; YEO, 1981, 1986). However,
there is a genre of “working class” autobiography
within the writing produced over the 30 years of the
FWWCP’s existence, a tradition which has its roots
in the earlier history of the growth of literacy in the
industrial and post-industrial era (VINCENT, 1981;
MORLEY; WORPOLE, 2009; WORPOLE, 1983).
People have documented their life narratives which
are in effect assessments of their own occupational
performance. Often these narratives were written
as a record of the personal impact of social and
cultural change intended for the authors’ children
and grandchildren (VINCENT, 1981).
At the end of the last century the development
of cheaper and more accessible print technology
through offset litho presses and home computers
made the process of writing and publishing books
much easier. Community based printshops made it
possible for everyone to become their own typesetter
(MORLEY; WORPOLE; POLLARD, 2009). Books
could be distributed quite intensively within a small
locale, such as a particular community within a
town. While the sale of a thousand copies of one
book may not seem significant on a national scale,
it could represent a high readership within one town
(WORPOLE, 1983).
3 Becoming and being a
“worker writer”
From a strictly Marxist perspective my adoption
of the “worker writer” position might be quite
tenuous, as will be explored, but then Marx was
never a true member of the proletariat; he was
an academic. While these issues may represent
the initial cultural conditions for some aspects of
my later development of a political exploration of
occupational therapy, they also describe some of
the wider issues about what Ikiugu calls (IKIUGU,
2007, p. 126) “self organisation” and “emergence”,
and also “perturbations” and “adaptations” which
arise from the challenges encountered by complex,
dynamic systems. These systems (in this instance
implying both individuals and organisations) operate
in a set of conditions in which various pressures
‘attract’ elements of the trajectory (through a “basin
of attractors”) they take towards outcomes (IKIUGU,
2007, p. 126). What follows then is not only about
my occupational performance as a worker writer, but
also the occupational performance characteristics of
the organisation in which I was involved.
Gramsci (1971, 1985) discussed the importance of
knowledge which is derived from practical experience
and comes from the bottom up. Yet this knowledge
is not given as much significance as that which
is derived from other sources, such as academic
material. In the process of translation into organised
knowledge the act of writing is itself a part of the
process of knowing and understanding, as much
derived from the creative engagement in the use of
metaphor and the exploration of personal meanings
as in the isolation and objectification of phenomena
for the critical gaze (RICHARDSON, 1998).
6. 5
Pollard, N.
Cad. Ter. Ocup. UFSCar, São Carlos,
Furthermore in the process of my own occupation
in the field of writing and community publishing
both the writing process and the engagement with
its discussion and actions around it through different
workshops has produced “a continual cocreation of
self” (RICHARDSON, 1998, p. 349). As a result
of the dynamic interaction with others I have
experienced, read and reflected on a diversity of
occupational engagements and their exploration
through literatures to which I might not otherwise
have been exposed.
It is therefore important to establish the initial
conditions of the trajectory of becoming a ‘worker
writer’ to which the occupational performance
of writing might be sensitive. I began writing as
a schoolboy. This desire to write was stimulated
by my father who was a journalist and later wrote
many factual books for children. However, creative
writing lessons at school, when I was nine, also seem
particularly significant. Our teachers took us into
the boiler room, or around the field in the wind, or
to watch a mechanical digger and then encouraged
the writing of poems based on our impressions.
I continued to do this at home with no intention
of becoming “a poet”, though I too entertained an
ambition to become a journalist. However I only
just passed my first degree and for the next decade
would experience a series of part time, temporary
or low paid jobs, periods of unemployment. Further
courses in journalism and teaching did not materialise
in career changes.
Shortly after graduating in 1979 I joined a local
writers’ workshop, called Heeley Writers (Heeley
is a part of Sheffield). I hoped that developing my
writing skills would somehow be useful in pursuing
journalism, and had begun writing short stories.
The workshop was run on very democratic lines.
Anyone could convene it; all members’ opinions on
the writing were equally valid (though some people
were persuaded to leave if they wrote material that
was deemed sexist or racist). The workshop gave and
received supportive feedback to writers of all sorts,
young and old, men and women, white and black,
and at various stages of their craft. This created a
set of conditions whereby members’ experience of
writing could, in occupational performance terms, be
regarded as “self similar” (IKIUGU, 2007, p. 125).
However, while some members regarded writing
was a social diversion affording a night out every
week, others were writing more seriously. Several
published their work in commercially produced books
and magazines, a couple became full time writers.
At this time I mostly wrote short science fiction
stories, modelled on some of the socially concerned
writing of Frederic Pohl and Cyril Kornbluth, and
Philip K Dick. I felt that the fundamental science
fiction question, “what if?” should be applied to
immediate social circumstances with regard to time
(in the early 1980s) and place rather than situated
in a far away future. This was the period of what
might now be regarded as the Thatcher revolution in
Britain, the beginning of neoliberalism. My stories
were mostly set in an imaginary decayed housing
estate, “The Slumps”. In The Slumps everyone was
either on social security benefits or a wage that
was little better, the consequence of increasing
disparity between the rich and a mass of the poor.
The characters had adapted to a life of low expectation.
One of these stories, “Fred”, (POLLARD, 1983)
was eventually published in a Hackney Writers’
collection when I moved to London (Hackney is
an area in East London).
In Fred a couple use a robotic childminder to look
after their son in order to maintain their meagre
income. Fred, the robot, is built from spare parts
stolen from the factory where the father works, but it
is simple, and outwitted by the child, who manages
to over-ride an automatic cut-out button on its
battery charger, and destroys it. However, he finds in
doing so he has lost an important relationship with
a social companion. Science fiction was not really
seen as an orthodox approach to “worker writing”
by some of the group members, but I felt that I
was attempting a kind of social realist approach
to it, a writing grounded in contemporary reality.
This defence was accepted sufficiently by the rest
of the workshop for the story to be published in
its anthology.
The book was perfect bound, a “proper” paperback
compared to the pamphlets in which other writing
had appeared, and it was sold up and down the
country in radical bookshops rather than merely to
friends. Thus it seemed to be a “real” publication,
which also allowed me to be represented in the
communities which I inhabited, as a Hackney
Writer. Hackney Writers was a similar group to that
at Heeley but much more mixed in age range and
ethnicity. Hackney Writers was part of the FWWCP
and based at Centerprise, a radical bookshop and
publisher, café and meeting place.
Through attending these workshops and reading
more locally produced books I felt that what we
were doing as worker writers was much more
than just literature, that we were exploring the
groundwork for social change, a way of seeing the
fabric of society differently through unheard voices.
Several community published books brought this
home to me. The first was Working Lives (1979).
7. Cad. Ter. Ocup. UFSCar, São Carlos,
6 A narrative of cultural occupational performance
As I opened this in the bookshop I recognised the
Greek Cypriot who often sold me fish and chips
(CHRISTOU, 1979). His chapter described how he
had come to work and set up a business in the UK.
Other chapters were written by local community
members, taxi drivers and hair dressers. This was so
immediate that I bought it. Similarly, The Republic
of Letters (MORLEY; WORPOLE, 2009), first
published in 1982, described the diversity of the
whole worker writing and community publishing
movement. Many contributions were from people
in the workshop I was attending. I used this as a
catalogue from which to identify similar reading.
In 1983 I returned to Sheffield, where I became
unemployed. In 1984, the first time I attended the
FWWCP festival, I acquired William Muckle’s (1981)
No Regrets. At the time of the 1926 general strike
Muckle had taken part in the derailing of the “Flying
Scotsman”, a prestige express train from London to
Edinburgh, driven by strike breakers. This was not
the history I had learned in school, but, as Krantz
(1988, p. 8) termed it, “history from below”, a self
aware popular or people’s history (CENTERPRISE,
1979; WORPOLE, 1981) based in the ideological
resources of ordinary people (RUDE, 1980).
Within the FWWCP there was a considerable
resistance to some external values, for example
of literariness or correct English, in preference
to vernacular language and the voice of working
experience (MORLEY; WORPOLE, 2009;
WOODIN, 2005a, 2005b).
The FWWCP did not take a narrow view that all
writing had to reflect a working class consciousness
and was not based in any political group. It was
an independent radical movement. It was also at
odds with the patriarchal cultural perspectives of
the moderate left (MORLEY; WORPOLE, 2009).
As Jo Stanley (1997) has remarked, the FWWCP
view of class was more celebratory than ideologically
blinkered.
This contrasted sharply with the views of people
I knew from the various UK far left parties. I found
that there little accommodation between the political
priorities they expressed and the spontaneous and
creative consciousness raising activities FWWCP
members enjoyed. That the great number of such
people should be “marginal” to a culture defined
by a smaller but dominant population is itself
paradoxical. Worker writer has therefore not been
a term applied to a narrowly defined group, at least,
not by FWWCP members, who opened up to many
marginalised groups (e.g. COURTMAN, 2000).
(As the organisation rebuilt itself in 2008 following
a loss of funding, it dropped the “worker” prefix, but
retained a similar inclusive ethos). Over the years I
came to recognise the value of having this diverse
and complex base for cultural activism without the
limitations and oversimplifications of party doctrine
towards which at times I veered.
Such encounters with other organisations seemed
to affirm the value in being organised from the
“grass roots” in a continuous poetry of everyday life
through activism (VANEIGEM, 1983) rather than
through a union or party hegemony. This does not
necessarily entail a rigidly “bottom up” perspective,
but at least requires an open or diverse peripherality
or ‘other space’ of the kind perhaps described by
Lefebvre (1991) and Soja (1989, 1996). I have
experienced this space as one for what both Soja
(1996) and Wilcock (1998) have termed being and
becoming, through a process by which both groups
and individuals have asserted their belonging from
the margins. I am not suggesting that the writing
from FWWCP members constitutes or intends
to offer a major philosophical discourse. Instead
it often reflects a quiet challenge to the dominant
excluding perspectives by setting forth the part
of ordinary people in the geographical, historical
and social community spaces of our present society
(MORLEY; WORPOLE; POLLARD, 2009),
perhaps as a decolonising practice acting against
the dominant discourses (BLOCK et al., 2015b).
I began collecting community publications and
became active in the FWWCP myself, getting
elected to the executive committee and eventually
editing the organisation’s magazine, Federation.
As the FWWCP developed its international profile
I also went with other members to conferences and
other meetings with similar groups, some of them
FWWCP members themselves, in Ireland, France,
Germany and the USA.
Like many FWWCP writers, I became more
interested in poetry than prose. Although a poem
can be of any length, the construction of lines
and verses facilitates the development of a piece of
writing while being engaged in other occupations.
The writing can be broken into small sections, each
of which can be developed as an element within a
linked unit in larger poem. Most poetry tends to be
shorter and more manageable than an epic length,
so the accomplishment of a satisfactory occupational
performance outcome is more likely. Through the
influence of other FWWCP members, particularly
following a workshop/seminar on Irish and bardic
poetry, I became interested in developing a critical
understanding of technique. However I already
spent a lot of time writing, drafting and redrafting,
working out lines in my head, trying out images
8. 7
Pollard, N.
Cad. Ter. Ocup. UFSCar, São Carlos,
and the resonance of words, playing with structures,
sometimes for weeks on end. After this it was good
to be able to read the results to a workshop, or to an
audience, and experience people reacting in ways
that you hoped that they might. Quite often they
didn’t, and the piece would have to be worked over.
The workshop process was a continuous conversation
around the placing of words and the working out of
meanings, of listening to and learning from other
people, of trying things out.
My poems were often about personal issues.
I felt had they to come out of conviction if they
were to have any strength. Poetry writing was an
important and engaging activity, and I often took
steps to try and cultivate it by reading other poets,
sometimes aloud, with a view to finding tools that
I could use, listening to particular music to suggest
a rhythmic base over which to lay some words,
and going for walks to generate a kind of creative
flow. Csiksentmihalyi’s (1991) description of flow
experience resonates with this personal approach,
as does Winnicott’s (1991) ideas about creativity
occuring within a safe space, albeit one maintained
in a section of one’s consciousness. I sometimes found
the exercise of writing poetry useful as a student
since it gave me a free thinking space away from
the tasks I had in hand with my course work, but
little of my poetry has remained satisfactory to me.
4 I, Omnibus, an abortive
experiment in “working class
writing”
The piece of my writing that I suppose most
conforms to the “worker writer” mould was an
abortive novel firmly located in my experience of
working as a bus conductor in Sheffield between
1980 and 1981; my friends referred to it as “I,
omnibus”. Bus conducting was one of a series of
occupations I took up, like many other people
working on the buses, between other jobs. In the
mass unemployment of the 1980s I was unsure that
I would find another or indeed any permanent job.
Bus workers had a distinctive culture based in the
pattern of shift work which produced a form of social
isolation. Other people worked a 9-5 week in the
jobs that bus workers took them to, and when they
went out in the evening, they were relying on bus
workers to get them home. The effects of these shift
patterns disrupted the natural rhythm of personal
and social life. They made it difficult to sleep and
sometimes even to eat at regular hours. One of the
justifications I took for writing the novel was to
try and represent the kind of life that such a shift
system produced.
I found this social world to be rich in incident
and banter, long conversations during 8 hour shifts
with various drivers, and sometimes passengers.
The people I worked with came from a wide range
of previous occupations, some of them using their
alternate mornings or afternoons to pursue their
own small businesses. I attempted to write about all
this, trying to use the range of idioms and examples
of the sometimes scatological nicknames my mates
employed, to make the incidents amusing to a lay
reader, and to build it around a plot of self-discovery.
When I tried to resurrect something from it some
years later, I found the content was too distanced
from the working culture I had earlier felt myself to
be immersed in. While at the time of writing I had
intended to be honest and truthful to my experiences,
in my later reading it seemed to present social
class as an object for humour. I feared there might
be comparisons with a popular British television
comedy of the late 1960s and 1970s called On the
buses. This had established cultural stereotypes from
which it would be difficult for a book about public
transport workers to escape, and my former workmates
might be insulted. I was a middle class individual
with a Marxist polytechnic education fresh from the
student cocoon; despite their left wing orientation
my literary models were predominantly middle
class, acquired through dominant cultural forms
reproduced in classes. Even the writer workshops
replicated this cultural dominance. I felt that I was
just learning about the realities of capitalism that
many of my work mates had already grappled with.
Rather than a narrative of self-discovery, it was more
of an exercise of reportage on Sheffield’s vernacular
culture by a southerner (I originate from Kent, in
the UK’s south) in a northern city; it might even
have been interpreted as a colonising perspective.
These aspects of culture, representation, and
social location which impinged on my capacity to
perform occupationally as a “worker writer” were
“disequilibriating” (IKIUGU, 2007, p. 126). Finally,
James Kelman (1984) published The busconductor
Hines. After this my work would appear to be a poor
imitation. It went into the recycling bin.
Reflecting on this now, bus conducting was a job
I had enjoyed because of my exposure to cultural
difference and because of the stream of narratives
it involved, and I felt a learned a great deal from it.
However, the problem with the young man’s novel
of self-discovery is that since it is written while still
in the condition of being a young man it is bound
to fail in its project: at what point can it be said that
9. Cad. Ter. Ocup. UFSCar, São Carlos,
8 A narrative of cultural occupational performance
the self has been discovered? In some ways I regret
this crisis of confidence in what I’d written quite
meticulously from my own experience, but think
what I have learned from it is that authenticity
may not be about immediacy, and may require
some distillation to evoke the sense of that period
of 1980s British neoliberalism.
None the less having edited a community publishing
magazine, enjoyed sharing writing with other
worker writers, participated in a number of different
workshops and worked with workshop members in
producing a range of community publications, served
for many years in the FWWCP executive committee
and as the chairperson of a literacy co-operative,
participating in and representing the organisation at
a range of events in the UK and abroad and having
written elsewhere about practices and theory, I can
point to a good number of successful occupational
performance outcomes which enable me to recognise
myself as a worker writer and community publisher.
Yet, as I became involved in education and writing
academic texts, I have had far less time available to
play around with words and form, which I regret.
These exploratory and creative spaces may seem a
luxury in the busy working lives of many people, but
they have been part of my occupational engagement
in life for over a quarter of a century. At present I
am involved in a number of academic and research
writing projects, but if I had a workshop audience
with which to exchange and share the development
of poetry could happily return to it.
5 Writing in the broader
occupational context
This experience of engagement in working class
writing and community publishing as a mode for
representing various kinds of meaning has been one
of “emergence” (IKIUGU, 2007, p. 126) through
presenting an alternative, even a separate form
of literature. But the separation has by no means
been clear. None of these writing and publishing
occupations really came out of a hermetically defined
class environment, nor could it have happened if
there was not interplay between the class elements
of culture. As Worpole (1983) points out, there are
many reading publics and in the sponsorship and
patronage of writing there have often been different
forms of encouragement which also exert influence,
both positive and negative. Much of the writing I
have read and listened to, as well as my own, has
been pursuing currents in the sea of genres, and
of attempting the use of genres as critical tools for
consciousness raising, as I tried with science fiction.
Furthermore, with regard to the occupational
performance of my own writing, there have to be
critical and pragmatic questions of “is this worth
saying?”, and “how ‘good’ can I make this?” which
in turn depend being able to test one’s work with an
audience to establish what kind of response it gets.
Therefore there is no point in writing unless there
is an intention to publish. Publication for its own
sake is no use unless there is an audience. For an
audience to read or hear what one has written there
has to be something that it can connect with, which
relates to its own experiences and perceptions.
With fellow FWWCP members writing was a
continuous process, we talked at length about our
writing and shaped our material in workshops.
I keenly anticipated reading the books which I
knew were coming out. Many of these authors
were and remain personal friends in a community
of people who wrote. This powerful experience has
informed my understanding of politics as having a
strong personal element, and the importance of the
representation of the self, a personal enactment of
citizenship through expression, and thus through
occupation. Therefore I have pursued the dialogical
connection between occupation based intervention
and the political (POLLARD; SMART; VOICES
TALK AND HANDS WRITE GROUP, 2005;
POLLARD; SAKELLARIOU; KRONENBERG,
2008a, 2008b; POLLARD, 2007, 2008). Frank
(2004, p. 209) has described this kind of process as
“thinking with stories”, and this appears to resonate
with the kind of experience that involvement with
the FWWCP gave.
Thetopicofmanyofthesewritingsandperformances
was the significance of everyday experience, an
exploration of the extraordinariness of the ordinariness
of the many little things that De Certeau (1988)
recognises as underpinning a shared social fabric.
When in 1988 I began training as an occupational
therapist I was surprised to find that despite the
discussion of the taking of occupational histories
and even of narratives and the occupational concern
with what people did, the outcome of intervention
was often limited by the medical priorities of
treatment. When I investigated the ways in which
the profession viewed writing and the development
of narratives in practice for my occupational therapy
studies, I found that discussion was limited to the
use of writing as a therapeutic medium, concerns
with the physical capacity for handwriting, but there
was at that time little evidence of the application
of writing as a critical cultural tool in the way my
FWWCP colleagues considered it (POLLARD,
10. 9
Pollard, N.
Cad. Ter. Ocup. UFSCar, São Carlos,
2004). It was certainly not regarded as a form of
social activism.
Shortly after I qualified as a therapist in 1991
a national network called Survivors’ Poetry joined
the FWWCP. These writers performed work about
their situation as people who had been diagnosed
with mental illness conditions. They questioned the
dominant hegemonic paradigms about psychiatry,
social justice and the capacities of people with
diagnoses to determine control over their own lives.
A number of survivor poets became very active as fellow
executive members of the FWWCP, consequently
I had many critical discussions with them around
occupational therapy, psychiatry and the values of
the health and social care system. Some of these
discussions informed my own postgraduate studies
and subsequent writing, which drew on FWWCP
sources as evidence of community perspectives
of psychiatry or occupational experience. Some
survivor poets facilitated courses for clients in the
service in which I worked (RYAN; POLLARD,
2002). As a practitioner in mental health I have
found that survivor poets’ perspectives continue to
challenge professional and occupational frameworks
(e.g. POLLARD, 2004, 2010). As a person interested
in human occupation and the narratives concerned
with this, I have found the community publishing
movement to be the source of very rich lifelong
learning experiences for which I am deeply grateful.
As a worker writer and community publisher
I would argue that the concept of occupational
performance applies as much to the process by
which a meaningful narrative has been produced
as an artefact, as to the telling and to the content.
Occupational performance also suggests a space
in which meaning is enacted, and requires the
physical occupation of place and the assertion of one’s
presence in it. This is evident from the stories and
experiences recounted by people with disabilities as
social activists and artists (BLOCK et al., 2015a).
A core component of much worker writing is that
the narrative stems from being a witness to personal
and community experiences and their significance
in historical, geographical and cultural location,
and wanting to represent these from a conviction
that the story should be told (RAGON, 1986;
MORLEY; WORPOLE, 2009). This rich and
reflective autobiographical content resonates with
the conception of occupational therapy as basis for
enabling or facilitating meaningful and purposeful
interventions. I’ve consistently argued that therefore
people who write should have a go at publishing by
any means they find suits them, whether performance,
print or on the web (e.g. PARKS; POLLARD, 2009).
Clearly there are caveats about how much the writer
should expose of their vulnerabilities, for example
if they are in psychosis, to a wider and potentially
hostile or predatory community. It is impossible
to retract what has been made public. For good
clinical reasons there has to be a separation between
the therapeutic value of writing which can remain
in a confidential space and the value of publishing
that writing. Yet the publication process can itself
be a therapeutic occupation which involves both
self-discovery and a shared awareness (POLLARD,
2004). With respect to my own writing I have often
been dissatisfied with the result, and while I enjoyed
sharing it at the time have regarded producing it as
a learning experience. What survives is a document
of where my writing had got to, and the reflections
I had at the time on my occupational experiences.
If I return to my reflections on writing about my
own experiences, it is clear that there was a crisis of
confidence in my capacity to adequately represent
this. This suggests a problem of recognition, perhaps
even my own inability to recognise the validity of
my own experience. These issues were related to the
difficulty with which I negotiated the young adult
stages of my life through a context of employment
difficulties – an extended time of uncertainty.
These were issues of authenticity that I could see
reflected in the experience of others through the
writing I was encountering, (e.g. MILLS, 1979)
and yet could not completely affirm for my own
experience because I did not until some time later
have the integrity (ERIKSON, 1997) to know how
to accommodate them. For example I felt through
most of the 1980s that I had failed to achieve a
career path which my parents would recognise as
a return on their investment in me (not that I was
not assured of their love, but I had a duty to meet
their expectations). I could moan about it, but this
crisis of occupational performance was really a
narcissistic diversion from pulling myself out of it.
Writing and the process of reflection on the activities
around occupational narrative has given me a means
of reconciling these formative experiences with a
critical approach to occupation based practice (e.g.
POLLARD, 2008; POLLARD; SAKELLARIOU,
2014). Yet the connection between worker writing
narratives and occupational narratives in occupational
therapy has in part enabled me to sidestep another
outcome of that crisis, which Worpole (1983, p. 94)
describes: “[...] at the same time as many people
acquire their first typewriter, they also acquire their
first suitcase”. Instead of leaving it behind, I’ve been
able to embrace my worker writing background as
an underpinning to occupational therapy, both with
11. Cad. Ter. Ocup. UFSCar, São Carlos,
10 A narrative of cultural occupational performance
regard to being concerned with the authenticity of
occupational meaning (IKIUGU; POLLARD, 2015)
and, I hope, in the editorial ethos I have shared with
colleagues in producing professional texts, some of
which have included writers from the FWWCP and
similar movements.
6 Conclusion
The use of my own experience in this study
therefore reflects aspects that are probably common
to those of other worker writers and community
publishers, and others who may have written about
everyday experiences. Everyone in the FWWCP or
similar organisations will have come to the group
they are part of with their own unique occupational
history. Some have suggested that the experience
has been a rich one of shared learning in which they
have met people they would not have otherwise
encountered (POLLARD, 2010). This has given
rise to what one participant called an “organic”
learning process, which others acknowledged took
place over a long time (See SMART et al., 2011).
Although they, and I, have found the experience of
sharing these narratives very powerful, one of the
central difficulties in representing this occupational
experience has been finding the means to connect it to
a dominant culture in order to make it recognisable.
This is partly an issue of the validation of tacit or
vernacular forms of knowledge as identified by
Gramsci (1971, 1985) and De Certeau and his
colleagues (DE CERTEAU; GIARD; MAYOL,
1998), partly one of recognising the locations from
which they become (SOJA, 1996; WILCOCK, 1998)
and partly about validating one’s own experience
for oneself. FWWCP approaches to community
writing and publishing with its strong base in
autobiographical writing were not only about
sharing and affirming experience, but a process
of identifying and confronting meanings to work
towards better knowledge of the self and a basis for
conjecturing how the occupational experiences of
others may be constructed. Community publishing
and writing activities offer a means accommodating
and interpreting and contextualising personal
experiences both as meaningful occupations and
as contributions to culture.
Acknowledgements
Thanks are due to Moses Ikiugu for his suggestions
and encouragement regarding the heuristic process
on which this paper is partly based.
References
ALGADO, S. S.; CARDONA, C. The return of the
corn men: an intervention project with a Mayan com-
munity of Guatemalan Retornos. In: KRONENBERG,
F.; ALGADO, S. S.; POLLARD, N. (Ed.). Occupational
therapy without borders: learning from the spirit of survi-
vors. Oxford: Elsevier/Churchill Livingstone, 2005. p.
347-362.
BARROS, D. D. et al. Brazilian experiences in social
occupational therapy. In: KRONENBERG, F.; POL-
LARD, N.; SAKELLARIOU, D. (Ed.). Occupational
therapies without borders. Edinburgh: Elsevier Science,
2011. p. 209-215.
BEAGAN, B. L. Experiences of social class: learning
from occupational therapy students. Canadian Journal
of Occupuational Therapy, Ottowa, v. 74, p. 125-133,
2007.
BLOCK, P. et al. (Ed.). Occupying disability: critical ap-
proaches to community, justice and decolonizing dis-
ability. New York: Springer, 2015a.
BLOCK, P. et al. Occupying disability: an introduction.
In: BLOCK, P. et al. (Ed.). Occupying disability: critical
approaches to community, justice and decolonizing dis-
ability. New York: Springer. 2015b. p. 3-14.
BREINES, E. Occupational therapy activities for practice
and teaching. London: Whurr, 2005.
CENTERPRISE (Ed.) Working lives volume two: peo-
ple’s autobiography of Hackney 1945-77. Hackney:
Hackney WEA, 1979.
CHAURA, L. E.; ZORZOLI, F. M. E. Television digital
desafios del proceso en Argentina: comunicacion, par-
ticipacion, social y derechos humanos. In: SANTOS,
V.; GALLASI, A. V. Questões contemporâneas da terapia
ocupacional na América do Sul. Curitaba: CRV, 2014. p.
185-204.
CHRISTOU, M. Fish & chip man. In: CENTER-
PRISE (Ed.). Working lives volume two: people’s auto-
biography of Hackney: 1945-77. Hackney: Hackney
WEA, 1979. p. 158-165.
CLARK, F. Occupation embedded in a real life: inter-
weaving occupational science and occupational therapy.
American Journal of Occupational Therapy, Bethesda, v.
47, n. 12, p. 1067-1077, 1993.
COURTMAN, S. Frierian Liberation, Cultural
Transaction and Writing from ‘The Working class
and the Spades’. London: The Society for Carib-
bean Studies Annual Conference Papers, 2000. p.
1-5. Available from: <https://www.researchgate.net/
publication/237266081_Freirian_Liberation_Cultur-
al_Transaction_and_Writing_from_%27The_Work-
ing_Class_and_the_Spades%27%281%29>. Access on:
29 apr. 2015.
COURTMAN, S. ‘Culture is ordinary’: the legacy of
the Scottie Road and Liverpool 8 Writers. In: MUR-
12. 11
Pollard, N.
Cad. Ter. Ocup. UFSCar, São Carlos,
PHY, M.; REES-JONES, D. Writing Liverpool: essays
and interviews. Liverpool: Liverpool University Press,
2007. p. 194-209
CSIKSENTMIHALYI, M. Flow: the psychology of op-
timal experience. New York: Harper Collins, 1991.
DE CERTEAU, M. The practice of everyday life. Berkley:
University of California, 1988.
DE CERTEAU, M.; GIARD, L.; MAYOL, P. The prac-
tice of everyday life. Living and cooking. Minneapolis:
Minnesota, 1998.
DETWEILER, J.; PEYTON, C. Defining occupations:
a chronotopic study of narrative genres in a health dis-
cipline’s emergence. Written Communication, Thousand
Oaks, v. 16, n. 4, p. 412-468, 1999.
DORNELES, P. Accesibilidade cultural, uma nova atu-
ação dos terapeutas ocupcionais. In: SANTOS, V.; GAL-
LASI, A. V. Questões contemporâneas da terapia ocupacio-
nal na America do Sul. Curitaba: CRV, 2014. p. 151-158.
DOUGLASS, B. G.; MOUSTAKAS, C. Heuristic en-
quiry: the internal search to know. Journal for Human-
istic Psychology, Thousand Oaks, v. 25, p. 39-55, 1985.
ERIKSON, E. H. The life cycle completed. New York:
Norton. 1997.
ETHERINGTON, K. Heuristic research as a vehicle
for personal and professional development. Counselling
and Psychotherapy Research, London, v. 2, n. 4, p. 48-63,
2004.
FAIR, A.; BARNITT, R. Making a cup of tea as part of
a culturally sensitive service. British Journal of Occupa-
tional Therapy, London, v. 62, n. 5, p. 199-205, 1999.
FRANK, A. W. Asking the right question about pain:
narrative and phronesis. Literature and Medicine, Balti-
more, v. 3, n. 23, p. 209-225, 2004.
FREIRE, P. The pedagogy of the oppressed. Harmond-
sworth: Penguin, 1972.
FROST, G.; HOY, C.; GLYNN, J. Opening time. A
writing resource pack written by students in Basic Edu-
cation. Manchester: Gatehouse, 1985.
FUNDAÇÃO DO DESENVOLVIMENTO ADMIN-
ISTRATIVO – FUNDAP. Economia criativa na cidade
de São Paulo: diagnóstico e potencialidade. São Paulo,
2011. Available from: <http://novo.fundap.sp.gov.br/ar-
quivos/PDF/Livro_Economia_Criativa_NOVO.pdf>.
Access on: 29 apr. 2015.
GOULD, A.; DESOUZA, S.; REBEIRO-GRUHL, K.
L. And then I lost that life: a shared narrative of four
young men with schizophrenia. British Journal of Oc-
cupational Therapy, London, v. 68, n. 10, p. 467-473,
2005.
GRAMSCI, A. Selections from the prison notebooks, ed-
ited and translated by Quintin Hoare and Geoffrey Nowell-
Smith. London: Lawrence and Wishart, 1971.
GRAMSCI, A. Selections from cultural writings. London:
Lawrence and Wishart, 1985.
GUAJARDO, A. Una terapia ocupacional critica como
posibilidad. In: SANTOS, V.; GALLASI, A. V. Questões
contemporâneas da terapia ocupacional na America do Sul.
Curitaba: CRV, 2014. p. 159-165.
HAMILTON, M.; NUGENT, P.; POLLARD, N.
Learner voices at Pecket: past and present. Fine Print,
Victoria, v. 37, n. 1, p. 15-20, 2014.
HILES, D. Narrative and heuristic approaches to transper-
sonal research and practice. London, 2002. Available
from: <http://psy.dmu.ac.uk/drhiles/N&Hpaper.htm>.
Access on: 29 apr. 2015.
IKIUGU, M. et al. Meaning making through occupa-
tions and occupational roles: a heuristic study of worker-
writer histories. British Journal of Occupational Therapy,
London, v. 75, n. 6, p. 289-295, 2012.
IKIUGU, M. Measuring occupational performance: a
pragmatic and dynamical systems perspective. Journal
of Occupational Science, Melbourne, v. 14, n. 3, p. 123-
135, 2007.
IKIUGU, M. The test–retest reliability and predictive
validity of a battery of newly developed occupational
performance assessments. Occupational Therapy in Men-
tal Health, New York, v. 28, n. 1, p. 51-71, 2012.
IKIUGU, M.; POLLARD, N. Meaningful living
through occupation. London: Whiting and Birch, 2015.
IWAMA, M. The Kawa model: culturally relevant oc-
cupational therapy. Edinburgh: Churchill Livingstone/
Elsevier, 2006.
IWAMA, M. Culture and occupational therapy: meet-
ing the challenge of relevance in a global world. Occu-
pational Therapy International, Malden, v. 14, n. 4, p.
183-187, 2007.
KELMAN, J. The busconductor Hines. Edinburgh: Poly-
gon, 1984.
KRANTZ, F. George Rude and “history from below”.
In: KRANTZ, F. (Ed.). History from below. Oxford:
Blackwell, 1988. p. 3-9.
KRONENBERG, F.; POLLARD, N. Overcoming oc-
cupational apartheid, a preliminary exploration of the
political nature of occupational therapy. In: KRONEN-
BERG, F.; ALGADO, S. S.; POLLARD, N. (Ed.). Oc-
cupational therapy without borders. Oxford: Churchill
Livingstone, 2005. p. 58-86.
LEFEBVRE, H. The production of space. Oxford: Black-
well, 1991.
MATARASSO, F. Use or ornament? The social impact of
participation in the arts. London: Comedia, 1997.
MILLS, R. A comprehensive education. Hackney: Cen-
terprise, 1979.
13. Cad. Ter. Ocup. UFSCar, São Carlos,
12 A narrative of cultural occupational performance
MORLEY, D.; WORPOLE, K. The republic of letters.
Philadelphia: New Cities Community Press/Syracuse
University Press, 2009.
MORLEY, D.; WORPOLE, K.; POLLARD, N. Class
identity and the republics of letters. In MORLEY, D.;
WORPOLE, K. The republic of letters. Philadelphia:
New Cities Community Press/Syracuse University Press,
2009. p. 223-244.
MOUSTAKAS, C. Heuristic research: design, methodol-
ogy and applications. London: Sage, 1990.
MUCKLE, W. No regrets. Newcastle upon Tyne: Peo-
ple’s Publications, 1981.
PARKS, S.; POLLARD, N. The extra-curricular of
composition: a dialogue on community publishing.
Community Literacy Journal, Chicago, v. 3, n. 2, p. 53-
77, 2009.
PARKS, S.; POLLARD, N. Emergent strategies for an
established field: the role of the worker writer groups in
composition and rhetoric. College Composition and Com-
munication, Illinois, v. 61, n. 3, p. 476-509, 2010.
POLKINGHORNE, D. What makes research human-
istic? Journal of Humanistic Psychology, Thousand Oaks,
v. 22, n. 3, p. 47-54, 1982.
POLLARD, N. Fred. In: Hackney Writers Workshop
(Ed.). Where there’s smoke. Hackney: Centerprise, 1983.
p. 76-80.
POLLARD, N. Notes towards an approach for the
Therapeutic Use of Creative Writing in Occupational
Therapy. In: SAMPSON, F. (Ed.). Creative writing in
health and social care. London: Jessica Kingsley, 2004.
p. 189-206.
POLLARD, N. Voices talk, hands write: sustaining
community publishing with people with learning diffi-
culties. Groupwork, London, v. 17, n. 2, p. 51-74, 2007.
POLLARD, N. When Adam delf and Eve span: occu-
pational literacy and democracy. In: POLLARD, N.;
SAKELLARIOU, D.; KRONENBERG, F. (Ed.). A po-
litical practice of occupational therapy. Edinburgh: Else-
vier Science, 2008. p. 39-51.
<jrn>POLLARD, N. Occupational narratives, commu-
nity publishing and worker writing groups: sustaining
stories from the margins. Groupwork, London, v. 20, n.
1, p. 9-33, 2010.
POLLARD, N.; SAKELLARIOU, D. The occupation-
al therapist as a political being. Cadernos Terapia Ocu-
pacional UFSCar, São Carlos, v. 22, n. 3, p. 643-652,
2014.
POLLARD, N.; SAKELLARIOU, D.; KRONEN-
BERG, F. A political practice of occupational therapy.
In: POLLARD, N.; SAKELLARIOU, D.; KRONEN-
BERG, F. (Ed.). A political practice of occupational thera-
py. Edinburgh: Elsevier Science, 2008a. p. 3-20.
POLLARD, N.; SAKELLARIOU, D.; KRONEN-
BERG, F. Political competence in occupational therapy.
In: POLLARD, N.; SAKELLARIOU, D.; KRONEN-
BERG, F. (Ed.). A political practice of occupational thera-
py. Edinburgh: Elsevier Science, 2008b. p. 21-38.
POLLARD, N.; SMART, P.; VOICES TALK AND
HANDS WRITE GROUP. Voices talk and hands write.
In: KRONENBERG, F.; ALGADO, S. S.; POLLARD,
N. (Ed.) Occupational therapy without borders: learn-
ing from the spirit of survivors. Edinburgh: Elsevier
Churchill Livingstone, 2005. p. 287-301
POLLARD, N.; VOICES TALK AND HANDS
WRITE GROUP. Voices talk, hands write. In: CREP-
EAU, E.; COHN. E.; BOYT SCHELL, B. (Ed). Willard
and Spackman’s Occupational Therapy. Philadelphia: Lip-
incott, Williams and Wilkins, 2008. p. 139-145
RAGON, M. Histoire de la litterature proletariene de
Langue Francaise. Paris: Albin Michel, 1986.
RAMSDEN, H. et al. The role of grassroots arts activities
in communities: a scoping study. Third Sector Research
Centre. Birmingham: Third Sector Research Centre.
2011. (Working Paper, 68). Available from: <http://
www.birmingham.ac.uk/generic/tsrc/documents/tsrc/
working-papers/working-paper-68.pdf>. Access on: 29
apr. 2015.
RICHARDSON, L. Writing, a method of inquiry. In:
DENZIN, N. K., LINCOLN, Y. S. (Ed.). Collecting and
interpreting qualitative materials. Thousand Oaks: Sage,
1998. p. 345-371.
RICHARDSON, S. (Ed.). Writing on the line: 20th
century working-class women writers: an annotated list.
London: Working Press, 1996.
RUDE, G. Ideology and popular protest. London: Law-
rence and Wishart, 1980.
RYAN, H.; POLLARD, N. Poetry on the agenda for
Scottish weekend. Adults Learning, Leicester, v. 13, n. 5,
p. 10-11, 2002.
SMART, P. A beginner writer is not a beginner thinker.
In: KRONENBERG, F.; ALGADO, S. S.; POLLARD,
N. (Ed.). Occupational therapy without borders. Oxford:
Elsevier, 2005. p. 46-53.
SMART, P. et al. Pecket learning community - where
the stem of knowledge blossoms. In: KRONENBERG,
F.; POLLARD, N.; SAKELLARIOU, D. (Ed.). Occu-
pational therapies without borders. Edinburgh: Elsevier
Science, 2011. p. 19-26.
SOJA, E. W. Postmodern geographies, the reassertion of
space in critical social theory. London: Verso, 1989.
SOJA, E. W. Thirdspace: journeys to Los Angeles and
other real-and-imagined places. Malden: Blackwell,
1996.
STANLEY, J. To celeb-rate and Not Be-Moan. In:
MAHONY, P.; C ZMROCZEK, C. (Ed.). Class
14. 13
Pollard, N.
Cad. Ter. Ocup. UFSCar, São Carlos,
matters,‘working class’ women’s perspectives on social class.
London: Taylor and Francis, 1997. p. 175-189.
THROSBY, D. Creative Australia: the arts and culture
in Australian work and leisure. Canberra: The Acad-
emy of the Social Sciences in Australia, 2008. Available
from: <http://www.assa.edu.au/publications/occasion-
al/2008_CS1_Creative_Australia.pdf>. Access on: 29
apr. 2015.
VANEIGEM, R. The revolution of everyday life. London:
Left Bank Books, 1983.
VINCENT, D. Bread, knowledge and freedom, a study
of ninteenth-century working class autobiography. London:
Europa Publications, 1981.
WATSON, R. M. Being before doing: the cultural iden-
tity (essence) of occupational therapy. Australian Occu-
pational Therapy Journal, Malden, v. 53, n. 3, p. 151-
158, 2006.
WILCOCK, A. A. Reflections on doing, being and be-
coming. Canadian Journal of Occupational Therapy, To-
ronto, v. 65, n. 5, p. 248-256, 1998.
WILCOCK, A. A. A journey from prescription to self
health. Occupation for Health. London: British Associa-
tion and College of Occupational Therapy, 2002.
WILDING, C.; WHITEFORD, G. From practice to
praxis: reconnecting moral vision with philosophical
underpinnings. British Journal of Occupational Therapy,
London, v. 72, n. 10, p. 434-441, 2009.
WINNICOTT, D. W. Playing and reality. London:
Routledge, 1991.
WOODIN, T. Muddying the Waters: changes in class
and identity in a working class cultural organization. So-
ciology, London, v. 39, n. 5, p. 1001-1018, 2005a.
WOODIN, T. Building culture from the bottom up:
the educational origins of the Federation of Worker
Writers and Community Publishers. History of Educa-
tion, London, v. 34, n. 4, p. 345-363, 2005b.
WORPOLE, K. A ghostly pavement: the political im-
plications of local working class history. In: SAMUEL,
R. People’s History and Socialist Theory. London: Rout-
ledge & Kegan Paul, 1981. p. 22-32.
WORPOLE, K. Dockers and detectives. London: Verso,
1983.
YEO, S. The politics of community publications. In:
SAMUEL, R. People’s History and Socialist Theory. Lon-
don: Routledge & Kegan Paul, 1981. p. 42-48.
YEO, S. Whose story? An argument from within current
historical practice in britain. Journal of Contemporary
History, London, v. 21, n. 2, p. 295-320, 1986.