Cold Water Women And Girls Of Lira Uganda

In Cold Water: Women and Girls of Lira, Uganda, the women retell their horrifying experiences in northern Uganda during the 1987-2007 civil war and life after the war. In that war, Joseph Kony's Lord's Resistance Army disrupted lives, destroyed settlements, killed, abducted and raped thousands of children. The contributing authors not only recall the hopelessness felt during the war, but also narrate stories of hope and resilience after the war. Every page is crammed with emotional recollections of personal experiences. The stories show how communities can be rebuilt even where hope seems to be lost. The book makes public the trauma, courage and triumph of the remarkable women of Lira. The women's words are the cold water that provides cool relief to experiences of pain through the retelling of stories of endurance in the struggle that makes life better after the war. The authors demonstrate the importance of culture and cultural values in transcending trauma. The resilience of the women of Lira is rooted in their beliefs in their community, their religion and solidarity of women. They also describe international efforts to empower young women to make meaning of their lives, relationships and hopes after the trauma.

This edited collection explores the lives, consequences and motivations of female researchers in Africa, giving unprecedented insights into how their gender—and sometimes their ethnicity and age—impacted on their research experiences, and how doing research in Africa affected them as women. Each contributor considers her place or position in the research process and provides a vivid portrait of that experience. Drawing on research findings from Nigeria, Ethiopia, Cameroon, Ghana, Guinea, Malawi, Uganda and other African countries, the book looks at gender and identity as a female researcher in Africa; relationships with 'others'; and unique methodological challenges for female researchers in Africa. With refreshing candour, each chapter challenges other researchers in Africa (both women and men), to integrate critical reflections of gender and diverse gendered field experiences into their work. Women Researching in Africa will be of interest to students and scholars across a range of disciplines including development studies, anthropology, geography, gender studies and international studies.

Education for Refugees and Forced (Im)Migrants Across Time and Context follows the journey of refugee and forced (im)migrant youths as their educational needs and opportunities vary according to resettlement communities’ immigration policies, dominant culture and language, geography, and other key factors.

This state-of-the-art, comprehensive Handbook is the first of its kind to fully explore the interconnections between social justice and education for citizenship on an international scale. Various educational policies and practices are predicated on notions of social justice, yet each of these are explicitly or implicitly shaped by, and in turn themselves shape, particular notions of citizenship/education for citizenship. Showcasing current research and theories from a diverse range of perspectives and including chapters from internationally renowned scholars, this Handbook seeks to examine the philosophical, psychological, social, political, and cultural backgrounds, factors and contexts that are constitutive of contemporary research on education for citizenship and social justice and aims to analyse the transformative role of education regarding social justice issues. Split into two sections, the first contains chapters that explore central issues relating to social justice and their interconnections to education for citizenship whilst the second contains chapters that explore issues of education for citizenship and social justice within the contexts of particular nations from around the world. Global in its perspective and definitive in content, this one-stop volume will be an indispensable reference resource for a wide range of academics, students and researchers in the fields of Education, Sociology, Social Policy, Citizenship Studies and Political Science.

Despite the wide array of services offered to students with learning disabilities, attention-deficit disorder, and a variety of comorbid conditions, large numbers of students are caught in the struggle of surviving school. Unfortunate school experiences may impact their sense of self and the degree of tenacity with which they pursue further training or challenging opportunities in the workplace. These are the people for whom educational therapy provides relief, enlightenment, and the coveted prize of success. The second edition of The Clinical Practice of Educational Therapy, the first textbook in its field, provides a comprehensive perspective of this interdisciplinary profession and practice, reaching out to a more global audience. The book describes the scope and practice of educational therapy from its European roots to its growing presence in the United States, providing readers with case studies and research that illustrate the work of educational therapists across the lifespan in diverse settings. Interdisciplinary Perspective — Other books focus on either educational or therapeutic interventions but rarely discuss the blend and synergy of disciplines (e.g., special education, neuropsychology, assessment, and social work) that are the hallmark of this unique profession. Illustrative Cases — The text draws heavily on case studies as a means of understanding the practice of educational therapy, especially the dynamic relationship that exists between therapist and client. Numerous charts and tables provide visuals for educational therapists as well as allied professionals, parents, and those with learning challenges. Expertise — The editors are both highly visible educational therapists. Chapter authors are either experienced educational therapists or allied professionals who have made scholarly contributions to the profession, such as Trisha Waters, Roslyn Arnold, and George McCloskey. In addition to benefiting educational therapists and students, this book is appropriate for professionals who work in related fields such as special education, regular education, school and educational psychology, neuropsychology, school counseling, psychology, speech and language pathology, art therapy, occupational therapy, and social work, as well as in medicine and psychiatry. NEW TO THE SECOND EDITION The second edition of The Clinical Practice of Educational Therapy: Learning & Functioning with Diversity has revised and updated the chapters from the first edition, and added three new chapters which further define and broaden this field by exploring diverse perspectives: Chapter 10, "Cultivating Character Development: Educational Therapy’s Impact on Individuals, Families, Schools, Educational Policy, and Society" by Maxine Ficksman Chapter 12, "Women and Girls Who Are Disenfranchised: A Global and Interdisciplinary Approach to Educational Therapy" by Jane Utley Adelizzi Chapter 17, "Examining the Efficacy of Graduate Programs in Educational Therapy at California State University, Northridge (CSUN): Educational Therapy Intern, Graduate and Parent Perspectives" by Marcy Dann, Nancy Burstein, Tamarah Ashton, and Sue Sears. These additional chapters, supported by brain-based research, characterize the shifts and changes experienced in a range of settings. Through the treatment alliance, educational therapists address students’ and clients’ ability to experience a more comprehensive model of learning, dependent upon the psychological, social, emotional, cultural and academic environments. The three new chapters range in focus from formal research and graduate training in the field of educational therapy to students throughout the lifespan whose social and educational experiences require a careful eye to not only the academic task at hand but also to the ways in which they cope and adapt to a range of environments and challenges. Lastly, educational therapy’s empathic foundation in practice is exemplified when we consider the global experience of students who strive to learn in situations and settings that threaten their survival and disenfranchisement from society.

“DR. REITZUG SHARES AN AMAZINGLY WRITTEN COLLECTION OF HIS EXPERIENCES THAT HAVE IMPACTED MANY OF THE LESS FORTUNATE … AN INSPIRING EXAMPLE OF AN UNSELFISH LIFE COMMITTED TO THOSE OFTEN LIVING ON THE EDGE.” - DICK FREDERICK, MEDICAL TEAMS INTERNATIONAL (Ret.) “Pushing carts, pulling suitcases, carrying babies, and dragging old folks, the endless procession in winter coats and mud-caked boots struggles up wintry hills. Gaunt faces reflect the silence that pervades when there are no more words to shout, when the well of tears has been drained, and the deluge of grief has drowned all other feeling. In a funeral cortège for a country and a way of life, the outcasts trudge on, mile after mile, hour after hour. At the top of a knoll, a weed-covered marker mutely announces the border of Albania. An Associated Press photographer standing next to it snaps a picture of the latest refugees from genocide.” Three days later the picture became front page news. Seeing it awakened threads to Dr. Reitzug’s refugee past. In the anguished faces he saw his own family’s season on the run. Moved, he soon found himself practicing medicine in refugee camps and in the hard places of disaster. Traveling by canoe, helicopter, Mekong River Speedboat, Land Rover, and Russian Jeep where there were no roads, Dr. Reitzug found heartache and joy, dodged danger, and ministered to the sojourners of our days in their season of need.

The story of Dr. Denis Burkitt, who was renowned in medical circles for discovering a grotesque cancer in children (Burkitt's lymphoma). His discovery led to the isolating of the first human cancer-causing virus, the Epstein-Barr virus. For more than 20 years Dr. Burkitt tirelessly traversed the world, skillfully lecturing on the potential for preventing disease through improved nutrition, including the dangerous role of a high-fat diet.