Critics and Rebels: Older Arab Intellectuals Reflect on the Uprisings

Most Arabs, including intellectuals, agree that the recent uprisings have profoundly changed the realities they have known for decades since the independence of their states. The historical character of the moment, and the emergence of a youth capable of producing unprecedented changes, have together forced an older generation of Arab intellectuals, born roughly between the 1930s and the 1950s, to acknowledge the coming of a new generation of critics and rebels. This article looks at how thinkers of the older generation have written about the uprisings and its actors, by examining their public statements in the form of articles or interviews on television channels, in newspapers and journals, some of them newly launched. I focus on Lebanese poet Abbas Baydoun, Syrian philosopher Sadeq Jalal al-Azm, Lebanese novelist Elias Khoury, Egyptian novelist Baha' Taher, Bahraini thinker Muhammad Jaber al-Ansari, Syrian poet Adonis and Tunisian sociologist Taher Labib. While most of them value the importance of intellectual work in the struggle for human dignity and freedom, they also admit its limitations. They reflect on the significance of the popular and youth participation in advancing the causes they militated for in previous decades.     

The critic as feminist: Reflections on women's poetry,feminism, and the art of criticism

And the sigh of that child

Is white as an orchid …

As the white hush between two se ntences.

—from “Jean Rhys” by Derek Wolcott

     

Training the “Wizards”: A Model for Building Self Efficacy and Peer Networks Among Urban Youth Workers

This article presents a community's efforts to address the professional development needs of frontline youth workers. A coalition designed a 13-week Youth Worker Training Institute to increase youth workers' knowledge, skills, self-efficacy, and professional networks. After the Institute, participants reported feeling more skillful, connected to other youth workers, confident, professional, reflective, and being more powerful change agents. Based on results from this formative evaluation, we suggest that it was multiple teaching and learning strategies that promoted reflection, peer learning, and networking—that contributed to youth workers gaining knowledge and skills that in turn increased their confidence and sense of self-efficacy.     

Returning to the child welfare system: Understanding the wellbeing,health, education,and placement of children who return

Using longitudinal archival Child Welfare System (CWS) data, this study describes child health and wellbeing at their initial entrance into the CWS and subsequent returns. Associations between child wellbeing, health, placement stability, and frequency of returning to the system were also investigated. Results indicated most children were healthy and developmentally on target. In addition, emotional distress, behavioral concerns, and number of placements in the CWS were significantly correlated with placement stability. Future work should utilize the use of developmental assessments to systematically and reliably document the concerns for children in the system, and investigate factors contributing to stable placements.