Empowering the silent ranks: Introduction

Abstract

ConclusionIn conclusion, with this Special Issue we have tried to point out the complexities of diversity and the challenges it poses for community psychology. The groups we present are only an example of the many that suffer similar plights and enjoy similar strengths. The richness of their cultural backgrounds, the learnings that stem from their struggles, their sameness and uniqueness should challenge us to collaborate with them and to unearth other groups which did not have an opportunity to present their histories in this issue.Silence, as previously stated, can be a clear “voice” of resistance. However, it is our contention that in the long run, it is not the best strategy to achieve change in oppressive power relationships. Our reading of the articles in this issue, strengthens this belief. Thus, this publication provides a vehicle so that the distant humming of some groups starts resonating in our halls, while the voice of others that has already been heard is amplified. Eventually we hope that the thunderous and deafening sound of all these previously unheard voices, can move community psychology, and those of us within it, into a harmonious world of sound.

The Spirit of Ecological Inquiry and Intervention Research Reports: A Heuristic Elaboration

“…African-American, Asian, Hispanic, or Native American) and the comparative, between-group studies, of interethnic or multiethnic groups, and ethnic/ White comparisons when at least 50% of the sample included ethnic minorities or non-Whites. Several subsequent AJCP special issues (Bond and Harrell 2006;Harper and Schneider 2003;Roosa and Gonzales 2000;Serrano-García and Bond 1994;Watts and Serrano-García 2003;Wilson 1997) have broadened the challenge to our field to reflect and respond to ''multiple dimensions of diversity including race, ethnicity, gender, class, sexual orientation, disability and religion'' [italics added] (Bond and Harrell 2006).…”

Differential outcomes of adult education on adult learners' increase in social inclusion

“…Serrano- García and Bond (1994) specifically states that learning can prevent problems in daily life, like language problems in contacting official organizations, problems in assertiveness in living together with others in one neighbourhood and the inability to make important choices in their lives.…”

“…For many years, authors like McClusky (1970) and Serrano-García and Bond (1994) stress that education is a strong tool to empower vulnerable adults. Serrano- García and Bond (1994) specifically states that learning can prevent problems in daily life, like language problems in contacting official organizations, problems in assertiveness in living together with others in one neighbourhood and the inability to make important choices in their lives.…”

Social power and forms of change: implications for psychopolitical validity

“…One goal of theory is to predict; too often, empowerment theory has been used to predict feelings of power and psychological states (Bond & Keys, 1993;Gruber & Trickett, 1987;Heller, 1989;Perkins, 1995;Price, 1990;Riger, 1993;Serrano-Garcia & Bond, 1994;Speer, 2000), without an anchoring of how feelings and psychological states relate to power or social change. The insight that community phenomena are by their nature paradoxical (Rappaport, 1981) leads us to require diverse and contradictory solutions to the problems we face.…”