The prospectus of activism: discerning and delimiting imagined possibility

This article aims to articulate a new agenda in the scholarship of social movements. Specifically, it seeks to turn attention to the assumptions that undergird activism. Rather than studying movements themselves, we can study them as the embodiment of collective expectation in a particular public. We can learn more about the broader society in which movements are embedded by asking how activists and the public they seek to engage determine what is within the realm of possibility. I refer to the imagined horizon of possibility as the activist prospectus. To illustrate the importance of prospectus, I draw upon a case study of environmental activism in Samara, Russia. Ethnographic observation and analysis yield insights into subjective perceptions that help explain the weakness of civil society within Russia.     

Forgiveness as a positive contributing factor on the mental wellbeing of Congolese refugees and asylum seekers post-war experience

ABSTRACT

The ongoing political violence in the Democratic Republic of Congo (DRC) has exposed female Congolese to traumatic events and adverse situations such as sexual violence, genocide, torture, political persecution, and the loss of loved ones, which have made them to leave their country. These traumatizing experiences negatively affect the mental wellbeing of Congolese. The study explored the impact of forgiveness on mental wellbeing among Congolese refugees and asylum seekers post-war experience. Ten female Congolese refugees and asylum seekers with post-war experience were purposely selected and interviewed through semi-structured interviews. Key findings of the study showed that forgiveness resulted in the improved mental wellbeing of Congolese female refugees and asylum seekers, with reduced anger, anxiety, depression, stress, and rumination. Forgiving participants reported that their mental wellbeing improved compared to those who found it difficult to forgive rebels and state forces causing war in DRC. These findings indicate the importance of incorporating forgiveness in mental wellbeing interventions to improve the mental wellbeing of war survivors. The study provides recommendations on how mental health practitioners can incorporate forgiveness in mental wellbeing interventions.     

PUBLIC OPINION AND THE END OF BUSING: (Mis) Perceptions of Policy Failure

Public opinion was largely ignored when the federal government first compelled busing for school desegregation in the 1970s. Yet, public opinion has a potentially large impact on local school boards' plans and policies when communities seek or obtain unitary status. Scholarship suggests that self-interest, racial attitudes, and philosophical values shape antibusing sentiments. Analysis of survey data from Nashville, Tennessee, shows that they do there as well. More important, though, further analysis shows that perceptions of busing's failure, which seem to be misguided, have a substantial impact on whether respondents want busing to end, even when race, self-interest, and ideological values are controlled. Perception, as mis-perception, is therefore a potentially salient factor in policy evaluation. Perceptions of policy success or failure may be socially constructed by media, elites, or people themselves. Additional research in this direction is clearly necessary.     

Student Life in the Medieval Universities

Oral history research projects are assignments that can foster student engagement and learning in undergraduate survey history courses. However, existing scholarship indicates that these assignments are seldom used in undergraduate survey courses. Since the aims of undergraduate survey history courses are to satisfy graduation requirements, foster critical thinking skills, and provide options for potential major areas of study, there is a need to examine whether engaged learning strategies, such as oral history projects, can serve as a high-impact practice (HIP) in undergraduate history courses. With these premises in mind, the purpose of this action research study is to evaluate whether my five-step oral history research project could serve as a HIP in the undergraduate history survey courses I taught at a two-year college located in metropolitan region of the Southeast. Major findings indicate that oral history research projects can be considered a HIP when grounded in pedagogies that emphasize community-based field work that encourage students to consider diverse perspectives on topics and make real-world connections to content and experiential knowledge.