Integrating Mindfulness in Public and Nonprofit Education Programs to Foster Social Equity

Irizarry, Jose Luis

doi:10.1080/10999922.2022.2034356

Cited by 9 publications

(6 citation statements)

References 31 publications

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“…Чрезмерные преобразования или радикальные социальные реформы создают риск конфликтов, поскольку не все члены конкретной группы или общества в целом могут быть согласны с политикой преобразований, что может вызвать протест или поляризацию общества [1]. Поэтому для того, чтобы приспособиться к сенси-тивным или радикальным социальным политикам, необходимо осознанное мировосприятие [2]. Одним из социальных вопросов последних лет, вызывающих поляризацию общества, в котором левые либералы противостоят правым консерваторам, является политика разнообразия, равенства и инклюзивности (diversity, equity and inclusion, DEI) [3].…”

Section: введение: политика в области Dei в обществеunclassified

“…Хайме А. Тейшейра да Силва, независимый исследователь, Кагава, 761-0799, Икэнобэ 3011-2, Япония; ResearchGate https://www.researchgate.net/profile/Jaime-Teixeira-Da-Silva; e-mail: jaimetex@yahoo.com Поступила в редакцию 14.10.2022 Поступила после рецензирования 19.11.2022 Принята к публикации 20.11 1 Процент редакторов, которые указали свой пол, как утверждается на веб-странице редакционной коллегии. 2 M, мужчина (обозначено издательством Elsevier как «man»); Ж, женщина (обозначено издательством Elsevier как «woman»); Др, другое (обозначено издательством Elsevier как «non-binary or gender diverse» (небинарный или гендерно-разнообразный)); Н/У, не указано (обозначено издательством Elsevier как «prefer not to disclose» (предпочитаю не указывать)). 3 Этот журнал открытого доступа (издательство Cell Press корпорации Elsevier) имеет отдельные редакционные коллегии для разных областей; в исследовании оценивалась только тема сельского хозяйства.…”

Section: информация об автореunclassified

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Should publishers use online submission systems to harvest authors’ responses to diversity, equity and inclusion?

Silva¹

2023

Naučnyj redaktor i izdatelʹ

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As companies advance policies pertaining to social reform, including diversity, equity and inclusion (DEI), the issue of protocol, and how those objectives are being achieved, invites debate. In particular, methods that infringe on authors’ rights or freedoms need to be scrutinized. Online submission systems (OSSs) are typically – and often exclusively – used by authors for submitting their papers. The present paper documents the use of OSSs by 33 journals published by Elsevier to harvest authors’ responses to issues and policies related to DEI. This is achieved via a mandatory survey prior to accessing the OSS. Here, a major concern is the violation of authors’ rights due to the presence of a barrier to entry to the OSS, which prevents them from submitting a paper and thus contravenes a core principle of DEI. Results of an investigation into the transparency of Elsevier’s 33 journals with regard to the same DEI principles that they require of their contributing authors revealed four main findings with regard to the gender diversity of their editorial boards: 1) in only six journals (18%) did 100% of the editors indicate their gender; 2) in 14 journals (42%), the editorial board page of the journal did not carry any statistics related to gender; 3) in five journals (15%), some editors preferred not to disclose their gender (in the case of Discourse, Context & Media, 33% of the responding editors preferred not to disclose their gender); 4) in all journals for which gender statistics were supplied (19, or 58%), none of the responding editors indicated a “non-binary or gender diverse” status. This paper suggests that Elsevier needs to revisit and reform its DEI policies related to editorial boards, as well as to rethink the current mandatory survey for authors using its journals’ OSSs.

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Section: введение: политика в области Dei в обществеunclassified

Section: информация об автореunclassified

Should publishers use online submission systems to harvest authors’ responses to diversity, equity and inclusion?

Silva¹

2023

Naučnyj redaktor i izdatelʹ

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“…We hope this enables robust self-reflection that will help drive and highlight shifts in nonprofit values and professional norms. With the rise in discussions on social equity in nonprofit studies (Coule et al, 2022; Dodge et al, 2021; Irizarry, 2022; Mason et al, 2020; Meyer et al, 2022; Mirabella et al, 2023), future research should consider how this translates into actual classroom discussions, readings, and syllabi.…”

Section: Areas For Future Researchmentioning

confidence: 99%

“…Graduate educational programs are essential vehicles in both the development and installation of norms and values in a field (Evans & Knepper, 2021). The public service value of social equity is emerging as a core concept within the nonprofit sector (Irizarry, 2022; Mason et al, 2020; Meyer et al, 2022). Educators, particularly those in graduate programs, play a key role in the implementation of these values (Blessett et al, 2019; Mason et al, 2020).…”

Section: Introductionmentioning

confidence: 99%

Street-Level Pedagogy: Fostering and Communicating Social Equity Through Course Syllabi

Irizarry

Evans

Meyer

2023

Nonprofit and Voluntary Sector Quarterly

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This article examines frontline educators as street-level bureaucrats and their pedagogical philosophies, approaches, and choices—what we are calling “street-level pedagogy” to prepare current and future public servants and nonprofit leaders. This provides crucial insight into how (or if) social equity is incorporated into syllabi through a critical reflection on what materials and perspectives are assigned and how they are communicated. Our findings show that gender diversity is more visible, largely through authors of assigned readings, but that visibility is dependent upon presentation method (i.e., citation style). The gender of the professor is linked to gendered patterns in selection of authors of assigned readings. Other types of diversity and intersectionality were visible in course topics and readings, which are discussed along with implications for communicating social equity in graduate nonprofit curricula.

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“…This text is also suitable for adoption across public and nonprofit curricula as a formative pedagogical resource exemplifying social equity across public affairs curricula. Each case presented highlights and fosters various high-impact pedagogical (HIP) practices that have been shown to help learners develop a deeper understanding of the content, issues, and their applications, consistent with many innovative, experiential, reflexive, mindfulness-based pedagogical approaches that simultaneously foster democratically minded public service leaders more inclined to actively participate in civic engagement activities that foster social equity (Dabek, 2022;Irizarry, 2022). Pre-service learners and experienced public servants alike will find the cases in this text informative, eye-opening, and helpful in learning about and fostering social equity in practice today.…”

mentioning

confidence: 97%

Lessons in Social Equity: A Case Study Book, Edited by Richard Gregory Johnson III and Seth J. Meyer

Irizarry¹

2023

J. Public Nonprof Aff.

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Integrating Mindfulness in Public and Nonprofit Education Programs to Foster Social Equity

Cited by 9 publications

References 31 publications

Should publishers use online submission systems to harvest authors’ responses to diversity, equity and inclusion?

Should publishers use online submission systems to harvest authors’ responses to diversity, equity and inclusion?

Street-Level Pedagogy: Fostering and Communicating Social Equity Through Course Syllabi

Lessons in Social Equity: A Case Study Book, Edited by Richard Gregory Johnson III and Seth J. Meyer

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