Titlebook: Values Deliberation and Collective Action; Community Empowermen Beniamino Cislaghi,Diane Gillespie,Gerry Mackie Book 2016 The Editor(s) (if

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书目名称Values Deliberation and Collective Action影响因子(影响力)




书目名称Values Deliberation and Collective Action影响因子(影响力)学科排名




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书目名称Values Deliberation and Collective Action网络公开度学科排名




书目名称Values Deliberation and Collective Action被引频次




书目名称Values Deliberation and Collective Action被引频次学科排名




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书目名称Values Deliberation and Collective Action年度引用学科排名




书目名称Values Deliberation and Collective Action读者反馈




书目名称Values Deliberation and Collective Action读者反馈学科排名

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Introduction,ogram, implemented in three resource-poor communities in the Kaolack region of Senegal during 2010–2013. The early sessions of the curriculum engage participants in values deliberations about their future, their place in the world, democracy, and human rights and responsibilities. These deliberation

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,Tostan’s Instructional Strategies,ipants appreciate that they are taught in their native language, Pulaar, so that all can understand. They find the curriculum engaging, frequently citing culturally relevant references, such as proverbs, songs, and examples from daily life. They say facilitators draw out their experiences and belief

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Learning and Values Deliberations During the Democracy and Human Rights Sessions (DHRS), 2010,se changes created new intentions to act for the benefit of all. From participants’ discourse, the authors trace the process of change and the key topics that animated deliberation and sparked re-assessment of practices. Respondents learned to deliberate publicly; engage in organized diffusion, from

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Long-Term Program Results,y Empowerment Program (CEP) completed in other villages. These include evaluations by agencies such as UNICEF, Frontiers for Health (with the Population Council), Senegal’s Ministry of the Family and The Center for Research in Human Development. Generally, these studies’ findings parallel the proces

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Analysis: How Values Deliberations Lead to Community Empowerment,chema theory, capacity to aspire, and social norm theory—to explain the processes of individual and collective change. A new sensitizing concept, revision of self-schemas, is added. The change process begins with a self-sustaining status quo, which is perturbed by new and unsettling experiences of t

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Conclusion,, and the presence of unfamiliar media equipment, such as tape recorders and video cameras, which might interfere with respondent concentration and focus. The study would have been strengthened by interviews with others outside the classroom, for example members of the Community Management Committee

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