kathy+critical+theory

back to critical theory page Critical Theory Example 1   When I consider the emancipatory interest described by Wilmott, my visit to a Milwaukee homeless shelter this summer comes to mind. This shelter has some unique characteristics, most important of which, I think, is that homeless persons participating are considered "members" not "clients" and "The Breach" is considered a family with those involved referring to "our living room", "our garden", etc. I visited this shelter as part of a day long tour sponsored by the MU Faber Center meant to encourage community based research and MU student service learning, escalating the value and partnership of university research with the needs of the community. I was moved by the sense of peace demonstrated by the members of the Breach--they are clearly in the midst of hard times, yet they have dignity and no need to "throw off, relations that repress you without necessity--" referred to by Wilmott. Check out their web site and video. [] ** [|http://video.repairers.org/]
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Repairers of the Breach 1335 West Vliet Street Post Office Box 13791 Milwaukee, WI 53213 T.414-934-9305

Our Mission... -->We offer a homeless-governed shelter program, which restores the dignity of profoundly marginalized people and empowers them to create solutions to homelessness through a constellation of free programs and services; -->Our homeless constituents are not "clients" -- they are "members" -- members of a community of homeless people in transition to the mainstream
 * To bring forth homeless people to act collectively to change the present conditions under which they live, through advocacy/education and direct action.
 * Our Vision... **
 * Each individual will have adequate food, a home, health care, a support system, literacy and an empowered voice.
 * Resources**

Critical Theory Example #2 I've been reading a little lately about efforts to reform high schools (in particular) to allow for success for all students. In two ways, this movement seems related to critical theory: the emphasis on engaging all stakeholders and the effort to address success for all students. While this movement may be motivated by accountablility requirements, it seems to have carefully considered both the characteristics that accompany successful schools and the need to apply those characteristics with all individuals involved in a a school...stretching beyond students and faculty to families and the community. Where these reform efforts seem to go beyond critical theory and to employ aspects of positivism and interpretivism is with respect to the data driven plans that are created and the sincere effort to consider the culture/context of the school. Check out the web sites for further information [] WI DPI web site page with various links [] First Things First [] 8 Essential Elements for successful high schools (Example of one essential element)** Stakeholder Engagement: ** High schools exist in unique social, political, and cultural contexts, and high school improvement efforts should incorporate stakeholder engagement strategies that

· engage the interests, needs, skills, and resources of its multiple stakeholders, such as school staffs, students, parents and family members, guardians, community organizations and members, and business partners; · foster relationships among high schools, middle-level and elementary schools, and postsecondary education institutions (e.g., dual enrollment agreements), the workforce, families, and communities; · ensure that all appropriate stakeholders are at the table during critical planning and decision-making activities · incorporate multiple communications strategies that are culturally and linguistically appropriate and support two-way communications · acknowledge and draw on the strengths of the various stakeholder groups · are designed with contingencies of stakeholders in mind · incorporate technologies to more creatively and effectively support stakeholder engagement

